行動社群應用軟體融入美感教育活動對大學生的美感經驗與情境興趣之影響：以Instagram為例

The Effect of Integrating Social Media Mobile Application with Aesthetic Education Activities on University Students’ Aesthetic Experience and Situational Interest: The Case of Instagram

2011年美國推廣STEAM教育，特別提出美感教育，而臺灣的十二年國民教育亦將美感教育特別納入為核心素養之一，由此可見美感教育的重要性。因此，本研究將探討以行動社群應用軟體Instagram結合美感教育活動對大學生之美感經驗與情境興趣的影響。本研究採準實驗研究法，以量化資料分析，所招募之受試者分為控制組與實驗組，控制組以個人非公開紀錄的方式進行美感教育活動，實驗組則是使用Instagram的分享功能分享作品與紀錄。研究結果顯示，在美感教育活動中，實驗組在情境興趣之探索性與愉悅感構面顯著高於控制組，而於美感教育活動實施前後，控制組與實驗組的美感經驗皆無差異，可由此推論，利用社群情境與行動載具融入美感教育學習活動對學習者的情境興趣有正向的影響，但有無使用Instagram培養學習者美感經驗其差異程度不大。

The STEAM education was promoted in the U.S. in 2011. In Taiwan, the aesthetic education is included as one of the core competencies in the 12-Year Basic Education, indicating the importance of aesthetic education. Therefore, this study investigates the effect of integrating social media mobile application, Instagram, with aesthetic education activities on university students’ aesthetic experience and situational interest. The research design adopted a quasi-experimental research method with quantitative data analysis. Participants were assigned into a control group and an experimental group, which consisted of 32 and 34 participants, respectively. The control group used personal recording methods to complete the aesthetic photography activities, while the experimental group used the social media functionality of Instagram to share and record the work. Results showed that exploration intention and instant enjoyment of participants in the experimental group during the aesthetic education activities were higher than those of the control group. In addition, both the control and experimental groups showed no significant differences in their aesthetic experience after the activities. This study suggests that the integration of social media and mobile devices into learning activities has a positive effect on students’ situational interest. However, there is no difference in cultivating learners’ aesthetic experience.