The Study of the Relationship Between the Use of Computer
and Children’s Creative Personality Traits－Cases of
Elementary Students from the Central Part of Taiwan
1.Mei-Hue Wei 2. Yi-Jun Lai 3. Shi-Jie Zhuang
Department of Early Childhood Education ,National Taichung University *
E-mail: weimeihue@yahoo.com.tw
Abstract
In today’s society, the computer has become important part of our lives. The main purpose of this study is to investigate the influence of computer on children’s creative personality traits. Besides, the researcher investigates the related issue concerning the habit of using computer of the Taiwanese young children. There are 687 elementary school students from Taichung city and county participate this study. In this study, the subjects are given two scales including one questionnaire and the scale of Williams’s Creative Personality Traits.
The finding indicates that the creative personality traits of the county subjects are higher than the city subjects. The results indicate that the longer the subjects use the computer the lower imagination and challenge creative traits they have. In addition, there is no significant difference in their creative personality trait between subjects of using or not using computer games.
This study further analyzes the effect of various types of computer games on children creative personality trait. . The results show that the students often applying the foreign language computer games show higher curiosity and imagination creative traits. The students often using problem solving computer games demonstrate higher risky, complex and curiosity creative traits. But the results also show that playing of the fighting and violent computer games has bad influence on students risky and complex trait of their creativity personality.
董奇（1995）［30］進一步綜合國內外學者的研究後，描述不同創造類型的 兒童所具有的共同特質是：具有濃厚探求知識的興趣、情感豐富且富有幽默感、 勇敢並願意嘗試冒險、獨立性強、自信心高、進取心強、自我意識發展迅速以及 一絲不苟等人格特質。張春興（1996）［27］綜合數位心理學家對有創造成就者 的研究，歸納出五項創造人格特徵於下：1.面對嚴肅或困難的問題情境，有較多 的幽默感；2.對於單調乏味的工作情境，仍能自得其樂；3.對工作較具熱忱，也 有較大的堅持力；4.面對無結構問題或曖昧不明的情境時，較能容忍；5.在日常 生活中較一般人有更多的夢想。 觀察上述各學者提出的論點，可看出學者所強調的焦點各有不同。Torrance 認為具有高創造力的人格特質是隨性的；李德高、董奇及 William 的觀點較為一 致，他們皆認為具高創造力者的人格特質是獨立自主、認真專注、奮發進取、樂 於接受挑戰、想像力豐富、好奇心強等；而張春興則認為具有高創造力的人格特 質是具有工作熱忱、自得其樂、能容受曖昧的情境及有夢想的。這些學者對高創 造力者的人格特質所持最大的共通點則為富有幽默感的。 綜合上述可知，高創造力者的人格特質除了因不同領域而有其獨特之處外， 多數仍有著共同的特質。因此，研究者認同 Williams 所提出的創造力情意特質： 冒險性、好奇性、想像力及挑戰性，這四個因素可作為評量創造性人格特質的標 準。 四、電腦資訊媒體與兒童的能力發展 無可否認的，使用電腦輔助教學軟體或網路教學活動能有效的幫助學生學 習。就認知學習理論（如建構論、情境學習等）而言，電腦融入教學對學生能力 的培養確實有助益。有些教學軟體的設計，內容生動活潑、新鮮有趣，不但能提 升學生的學習動機與興趣，且能夠增進學生的學習注意力及學習效果。 劉明洲（2001）［32］指出，電腦遊戲具有發散性思考技巧導向的教育價值， 也就是能以非傳統式的創造性思考能力來解決問題。李昆翰（1996）［14］也認 為，電腦科技將能提供每一個人以前所未有的想像方式，和一個新的思想架構來 發揮創造力。Campo & Tibalei（引自周榮，1998）［18］以及 Mather（1986） ［52］更從電腦冒險遊戲的觀點，說明電腦冒險遊戲需要靠遊戲者創造力的運 用，因此可激發遊戲者的創造思考能力。
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