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研究生： 楊子兒
YANG, TZU-ERH
論文名稱： 遊戲行為對國小學生創意思考與創意問題解決之相關性研究
The Relationship between Play Behavior, Creative Thinking, and Creative Problem-Solving among Elementary School Students
指導教授： 郭旭展
KUO, HSU-CHAN
學位類別： 碩士
Master
系所名稱： 社會科學院 - 教育研究所
Institute of Education
論文出版年： 2026
畢業學年度： 114
語文別： 英文
論文頁數： 153
中文關鍵詞： 遊戲行為 、戶外遊戲 、室內遊戲 、創意思考 、創意問題解決
外文關鍵詞： Play Behavior, Outdoor Play, Indoor Play, Creative Thinking, Creative Problem-Solving
相關次數： 點閱：5  下載：0 
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    • 「純粹的玩耍」是多數人對童年時期所懷抱的美好記憶，對個體來說充斥著愉悅的感受，以及對自由的嚮往。論及國際上對「兒童遊戲權」的關注，近年多項研究說明了遊戲對兒童所帶來認知發展、情緒調節及社會互動等層面之正向影響，既廣且深。在資通訊技術及社會型態的更迭下，當代兒童與青年的成長軌跡已然不同於過往的任何世代，時刻考驗著個體的創意思考與問題解決能力，以面對生活當中的挑戰；而遊戲情境中的自主性與開放性特質，有助於激發兒童的想像力、擴散性思考與聚斂性思考。爰此，本研究以臺灣三至六年級學生為研究對象，針對遊戲頻率、場域與類別進行分析，探討上述遊戲行為與「創意思考」及「創意問題解決」各項度之關聯。本研究主要採用「新編制創意思考量表」及「社會與科學創意思考測驗」作為依變項之評測工具，並以獨立樣本 t 檢定、單因子變異數分析（ANOVA），以及階層迴歸分析進行統計檢測。最終，本研究發現，遊戲頻率、場域與類別，皆與國小學童之創意思考及創意問題解決具不同程度之關聯，以下彙整本研究結果：
    一、學生遊戲頻率普遍偏低。
    二、遊戲頻率與創意思考及創意問題解決具正向關聯。
    三、戶外遊戲較室內遊戲對創意思考具正向關聯。
    四、室內遊戲較戶外遊戲對創意問題解決具正向關聯。
    五、規則性遊戲與創意思考（流暢力及變通力）及創意問題解決（多樣化的構想、評價與改良他人構想）具正向關聯。
    六、表達性遊戲與創意思考（精進力）具正向關聯。
    承此，本研究助於釐清遊戲行為與兒童創意思考與創意問題解決之關聯性，以作為未來政策、遊戲研究及教育現場之參考依據，支持兒童遊戲權之推展。

    This study aimed to explore the relationship of play behavior (frequency, environments and types) and creative performance (creative thinking and creative problem-solving). To evaluate the association, participants were derived from third to sixth grades form elementary schools, with a total of 258 students in the first semester of 115 academic year in Taiwan. Data were analyzed by SPSS 30, with the methods of descriptive statistics, independent-samples t-tests, one-way ANOVA, and hierarchical regression. The study employed Play Behavior Questionnaire, New Creative Thinking Test and the Social and Scientific Creative Thinking Test as the main tools. The primary results were as follows: (1) Overall, students showed low frequencies of play. (2) Play frequency was positively related to creative thinking and creative problem-solving. (3) Outdoor play displayed stronger associations with creative thinking than indoor play, conversely, indoor play showed stronger associations with creative problem-solving. (4) Different types of play predicted differently with the dimensions in both creative thinking and creative problem-solving. In conclusion, these findings helped clarifying the relationship between play behaviors and children's creative abilities.

    Chapter 1: Introduction 1 1.1 Research Background and Motivations 1 1.1.1 The Policy of Play across Countries 1 1.1.2 Play and Its Role in Cognitive Development 3 1.1.3 The Importance of Play Frequency and Environments in Asia 5 1.1.4 Conclusion 6 1.2 Research Objectives and Research Questions 8 1.3 Definitions of Terms 10 Chapter 2: Literature Review 13 2.1 Play 13 2.1.1 Definitions and Essential Elements of Play 13 2.1.2 The Positive Influence of Play and The Core Theories in Cognition 17 2.1.3 Classifications of Play 20 2.1.4 Types of Outdoor Play and Environments 23 2.1.5 Types of Indoor Play and Environments 26 2.2 Creative Thinking and Creative Problem-Solving and Play 29 2.2.1 The Significance of Creativity and Creative Thinking 29 2.2.2 Creative Thinking and the 4C 31 2.2.3 Creative Thinking: Divergent vs. Convergent Thinking 33 2.2.4 Creative Problem-Solving 37 2.2.5 The Relationship Between Creative Thinking and Creative Problem-Solving 38 2.2.6 The Gender and Age Differences in Creative Thinking 42 2.3 Influence of Play on Creative Thinking and Creative Problem-Solving 45 2.3.1 The Influence of Play 45 2.3.2 Summary 49 Chapter 3: Method 51 3.1 Framework 51 3.1.1 Independent Variables 51 3.1.2 Dependent Variables 52 3.2 Research Hypothesis 54 3.3 Procedure 55 3.4 Participants 57 3.5 Instruments 60 3.5.1 Elementary School Play Behavior Questionnaire 60 3.5.2 New Edition of Creative Thinking Test 61 3.5.3 Social and Scientific Creative Thinking Test 62 3.6 Methods 64 3.6.1 Descriptive Analysis 64 3.6.2 Independent Samples t-tests 64 3.6.3 One-way ANOVA 64 3.6.4 Hierarchical Regression 65 Chapter 4: Results and Analysis 66 4.1 Descriptive Statistics 66 4.1.1 The Frequency of Play 66 4.1.2 Types of Play 67 4.1.3 Creative Thinking and Creative Problem-Solving 68 4.2 Comparison of Frequency by Grade, Region and Gender 70 4.2.1 The Frequency of Play Between Different Grade Levels 70 4.2.2 The Frequency of Play Among Different Regions 71 4.2.3 The Frequency of Play Between Different Genders 71 4.3 Association Between the Frequency of Play and Creative Performance 73 4.3.1 Association Between the Frequency of Play and Creative Thinking 73 4.3.2 Association Between the Frequency of Play and Creative Problem-Solving 75 4.4 Association Between Environments of Play and Creative Performance 78 4.4.1 Association Between the Environments of Play and Creative Thinking 78 4.4.2 Association Between the Environments of Play and Creative Problem-Solving 80 4.5 Association Between the Types of Play and Creative Performance 83 4.5.1 Association Between the Types of Play and Creative Thinking 83 4.5.2 Association Between the Types of Play and Creative Problem-Solving 85 4.6 Associations Between the Types of Play and Creative Performance Across Different Play Environments 88 4.6.1 Association between Outdoor Types of Play on Creative Thinking 88 4.6.2 Association between Indoor Types of Play on Creative Thinking 89 4.6.3 Association between Outdoor Types of Play on Creative Problem-Solving 90 4.6.4 Association between Indoor Types of Play on Creative Problem-Solving 92 4.7 Comprehensive Discussion 94 Chapter 5: Discussion 99 5.1 Discussion in the Frequency of Play about Grade, Region, and Gender 99 5.2 Association of the Frequency of Play and Creative Performance 102 5.3 Association of the Environments of Play and Creative Performance 104 5.4 Association of the Types of Play and Creative Performance 106 5.5 Association of Play Environments and Types to Creative Performance 107 Chapter 6: Conclusions and Recommendations 109 6.1 Conclusions 109 6.2 Limitations 112 6.3 Recommendations for Future Research 113 Reference 115 1. Chinese 115 2. English 116 Appendix 132 Appendix 1 Parental Consent Form 132 Appendix 2 Elementary School Play Behavior Questionnaire 133 Appendix 3 Testing Manual 136

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