孩童能藉合作創作故事學習培養良好互動關係及創造力。然而創作故事是困難的，且需要豐富的創意支援。強調集體智慧、開放及分享的Web2.0平台似乎能滿足創意支援的需求。然而，網路著作權使得創意流通及分享遭到限制。應運而生的創用CC讓創作者自主釋放全部或部份權利，使得使用者能更便利地取得資源外，更可大量衍生和重組這些數位內容以完成故事。創用CC的理念不僅影響了衍生和重組行為，同時也影響了孩童在創作故事的過程表現。 Wiki是具代表性的Web2.0平台，具有和CC理念不同的衍生及重組機制。本研究設計兩種衍生和重組機制：一種為採用Wiki概念所設計的線性平台（Sequence），一種則為結合了CC理念設計的超媒體平台（HyperCard），並進行實證性研究以探討孩童在這兩種不同的衍生和重組機制中，對故事衍生、重組、互相支援、擁有感及滿意度的知覺反應差異。 本次研究進行為受試者為台北縣某國小三年級兩班共57名學童，進行為期四週的實驗。研究工具包括了問卷分析、學童Log紀錄、及側錄影片。研究發現，使用超媒體平台的孩童在衍生性、重組性、互相支援、擁有感、及滿意度五個向度均優於線性平台組。最後，研究者提出未來Web2.0創作故事平台應就系統設計、個人，及合作三個面向的設計理念。 Collaborative storytelling facilitates children to foster social skills and creativity. However, creating stories is not easy. Children require abundant creative ideas to compile a story. Web 2.0 platform, known for collective intelligence, seems to fulfill the requirement of creative ideas. However, the copy rights may inhabit idea sharing. Creative commons, known for some rights reserved, enable idea sharing and multiple derivation and remix behavior, which is crucial to compile a story. The spirit of creative commons affects not only the derivation and remix mechanism, but also the children behavior in the process of storytelling。 The influential Wiki has different derivation and remix mechanism. Two mechanisms of Web2.0 are designed for the study: HyperCard with creative commons concept and Sequence with Wiki style. An empirical study was implemented to investigate participants’ perceptions for derivation, remix, mutual support, ownership and satisfaction. Fifty seven participants, third grade of two classes were involved in this study four weeks. Instruments include questionnaire、log、video tapes. Results show children in HyperCard group performed superior to those of Sequence group in all five factors. In the end, Key concepts for system design, personal use and collaboration were provided。
