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題名 虛擬實境誘發之敬畏情緒對大學生創造力的影響
The Impact of Awe Elicited by Virtual Reality on University Students' Creativity作者 蘇郁晴
Su, Yu-Ching貢獻者 林日璇
Lin, Jih-Hsuan
蘇郁晴
Su, Yu-Ching關鍵詞 敬畏情緒
敬畏情緒特質
創造力
虛擬實境
Awe
Dispositional awe
Creativity
Virtual Reality日期 2024 上傳時間 1-Mar-2024 14:20:26 (UTC+8) 摘要 本研究旨在探討利用虛擬實境體驗誘發出的敬畏情緒對個體創造力的影響，同時深入分析研究對象的敬畏情緒特質 (DPES-awe) 與敬畏情緒喚起之間的關係。 本研究以大學生為研究對象，讓他們透過虛擬實境裝置觀賞與自然景觀相關的影片，影片內容展示了蔚藍大海及海洋生物、廣闊的大草原、美麗的野生動植物和高聳的山脈岩石等，透過這些在日常生活中難以時時接觸到的壯麗景色來喚起個體的敬畏情緒。除了分析個體的敬畏情緒特質與敬畏情緒之間的關係，本研究更著重於探討個體在經過敬畏情緒喚起後，是否會提升其創造力的表現，以及整體受影響的程度為何。 研究結果發現，學生的敬畏情緒特質與其敬畏情緒的喚起程度有相關。另外，透過虛擬實境體驗來引發學生之敬畏情緒被證實有效，並且在學生的敬畏情緒被誘發後，其整體創造力表現也顯著提升。 本研究之研究結果有助於釐清正向情緒中的敬畏情緒特質、敬畏情緒與創造力之間的密切關係，對傳播、教育或其他相關領域的未來研究提供具有價值的貢獻。
This study aims to explore the impact of inducing awe through virtual reality devices on individual creativity, focusing on analyzing the relationship between dispositional awe (DPES-awe) and awe and the relationship between awe and creativity. University students were selected as the study participants, engaging in the immersive experience of watching videos about natural landscapes through virtual reality devices. The content of the videos showcased awe-inspiring scenes such as the vast ocean and marine life, expansive grasslands, diverse wildlife, and majestic mountainous terrain—scenarios seldom encountered in everyday life to evoke individuals' emotions of awe. In addition to analyzing the relationship between dispositional awe and the elicitation of awe, the study also emphasizes investigating whether individuals demonstrate an enhancement in their creative performance after inducing their feeling of awe. The results reveal a correlation between students' dispositional awe and the intensity of awe elicited. Furthermore, utilizing virtual reality experiences to evoke awe was proven effective, significantly improving individuals' overall creative performance after the induction of awe. The findings of this study contribute to a clearer understanding of the relationship between dispositional awe, awe, and creativity. These insights offer valuable implications for future research across communication, education, and other relevant fields.參考文獻 Abele-Brehm, A. (1992). Positive and negative mood influences on creativity: Evidence for asymmetrical effects. Polish Psychological Bulletin, 23(3), 203–221. Adaman, J. E., & Blaney, P. H. (1996). The effects of musical mood induction on creativity. Journal of Creative Behavior, 22, 95-108. Aebersold, M., Rasmussen, J., Mulrenin, T. (2020). Virtual Everest: Immersive Virtual Reality Can Improve the Simulation Experience. 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Multimedia and children with disabilities. Special Education Quarterly, (72), 10-12. 描述 碩士
國立政治大學
全球傳播與創新科技碩士學位學程
111ZM1011資料來源 http://thesis.lib.nccu.edu.tw/record/#G0111ZM1011 資料類型 thesis dc.contributor.advisor 林日璇 zh_TW dc.contributor.advisor Lin, Jih-Hsuan en_US dc.contributor.author (Authors) 蘇郁晴 zh_TW dc.contributor.author (Authors) Su, Yu-Ching en_US dc.creator (作者) 蘇郁晴 zh_TW dc.creator (作者) Su, Yu-Ching en_US dc.date (日期) 2024 en_US dc.date.accessioned 1-Mar-2024 14:20:26 (UTC+8) - dc.date.available 1-Mar-2024 14:20:26 (UTC+8) - dc.date.issued (上傳時間) 1-Mar-2024 14:20:26 (UTC+8) - dc.identifier (Other Identifiers) G0111ZM1011 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/150281 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 全球傳播與創新科技碩士學位學程 zh_TW dc.description (描述) 111ZM1011 zh_TW dc.description.abstract (摘要) 本研究旨在探討利用虛擬實境體驗誘發出的敬畏情緒對個體創造力的影響，同時深入分析研究對象的敬畏情緒特質 (DPES-awe) 與敬畏情緒喚起之間的關係。 本研究以大學生為研究對象，讓他們透過虛擬實境裝置觀賞與自然景觀相關的影片，影片內容展示了蔚藍大海及海洋生物、廣闊的大草原、美麗的野生動植物和高聳的山脈岩石等，透過這些在日常生活中難以時時接觸到的壯麗景色來喚起個體的敬畏情緒。除了分析個體的敬畏情緒特質與敬畏情緒之間的關係，本研究更著重於探討個體在經過敬畏情緒喚起後，是否會提升其創造力的表現，以及整體受影響的程度為何。 研究結果發現，學生的敬畏情緒特質與其敬畏情緒的喚起程度有相關。另外，透過虛擬實境體驗來引發學生之敬畏情緒被證實有效，並且在學生的敬畏情緒被誘發後，其整體創造力表現也顯著提升。 本研究之研究結果有助於釐清正向情緒中的敬畏情緒特質、敬畏情緒與創造力之間的密切關係，對傳播、教育或其他相關領域的未來研究提供具有價值的貢獻。 zh_TW dc.description.abstract (摘要) This study aims to explore the impact of inducing awe through virtual reality devices on individual creativity, focusing on analyzing the relationship between dispositional awe (DPES-awe) and awe and the relationship between awe and creativity. University students were selected as the study participants, engaging in the immersive experience of watching videos about natural landscapes through virtual reality devices. The content of the videos showcased awe-inspiring scenes such as the vast ocean and marine life, expansive grasslands, diverse wildlife, and majestic mountainous terrain—scenarios seldom encountered in everyday life to evoke individuals' emotions of awe. In addition to analyzing the relationship between dispositional awe and the elicitation of awe, the study also emphasizes investigating whether individuals demonstrate an enhancement in their creative performance after inducing their feeling of awe. The results reveal a correlation between students' dispositional awe and the intensity of awe elicited. Furthermore, utilizing virtual reality experiences to evoke awe was proven effective, significantly improving individuals' overall creative performance after the induction of awe. The findings of this study contribute to a clearer understanding of the relationship between dispositional awe, awe, and creativity. These insights offer valuable implications for future research across communication, education, and other relevant fields. en_US dc.description.tableofcontents Chapter 1. Introduction 1 1.1 Research background and Motivation 1 Chapter 2. Literature Review 10 2.1 Virtual Reality 10 2.2 Emotions 13 2.3 Awe 16 2.4 Creativity 21 2.5 The relationship between awe and creativity 24 2.6 The relationship between virtual reality and awe 28 2.7 The relationship between virtual reality and creativity 31 Chapter 3. Research Methods 34 3.1 Research framework 34 3.2 Research procedures 35 3.3 Participants 36 3.4 Research measurements 36 Chapter 4. Results 45 4.1 Descriptive 45 4.2 Awe elicitation 46 4.3 DPES-awe and awe elicitation 47 4.4 Awe and creativity 50 4.5 Comprehensive results 54 Chapter 5. Discussion 55 5.1 VR experiences effectively evoke awe in students 55 5.2 The connection between DPES and the change in awe 56 5.3 The connection between awe and creativity 59 5.4 Contribution 62 Chapter 6. Conclusion 64 6.1 DPES awe and awe before elicitation(pretest) 64 6.2 DPES awe and awe after elicitation (posttest) and the change of awe (posttest-pretest) 65 6.3 Awe and creativity 66 6.4 Limitations and future suggestions 67 References 70 Appendix A 94 Appendix B 95 zh_TW dc.format.extent 12061884 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0111ZM1011 en_US dc.subject (關鍵詞) 敬畏情緒 zh_TW dc.subject (關鍵詞) 敬畏情緒特質 zh_TW dc.subject (關鍵詞) 創造力 zh_TW dc.subject (關鍵詞) 虛擬實境 zh_TW dc.subject (關鍵詞) Awe en_US dc.subject (關鍵詞) Dispositional awe en_US dc.subject (關鍵詞) Creativity en_US dc.subject (關鍵詞) Virtual Reality en_US dc.title (題名) 虛擬實境誘發之敬畏情緒對大學生創造力的影響 zh_TW dc.title (題名) The Impact of Awe Elicited by Virtual Reality on University Students' Creativity en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Abele-Brehm, A. (1992). Positive and negative mood influences on creativity: Evidence for asymmetrical effects. 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