在21世紀的全球社會中，個人的創意代表了其相當重要的核心行為能力與價值。而透過學習活動有效地的培養，對於提升學童在創意自我效能上之感受與創意成品上之表現是非常有幫助的。此外，數位說故事是近幾年來，相當受到重視的學習方式，且被認為可以完整的呈現個人的概念與創意，但如何正確導入數位說故事活動於課程中卻是令許多教學者困惑的問題，因此，本研究進一步認為，結合同儕互評的方式可能為一個有效的途徑。本研究設計導入同儕互評的機制於數位說故事活動，探討國小六年級的學生在故事繪本作品與創意自我效能上是否會有所影響。最後，根據實驗結果分析與討論，證實了實驗組的學生在故事繪本作品上的表現確實優於控制組的學生，並且，在學生的創意自我效能上，比起控制組的學生，實驗組的學生也呈現出了較高的個人創意信念。而藉由這樣的研究結果顯示，同儕互評的介入並不會降低學生在數位說故事活動上的創意表現，反而因為有機會獲得更多的資訊與想法，進而提升其在創意成品與創意自我效能上的表現及感受。In the 21st century global society, creativity represents individual crucial core capacity and value. It is helpful for students to foster creativity by learning activities on enhancing students’ perceptions toward creative self-efficacy and performance of creative outcomes. In recent years, digital storytelling learning has been considered as an important approach to completely represent individual concept and creativity. However, it is difficult for instructors to appropriately implement digital storytelling activities in educational curriculum. The purpose of this study is therefore to design a digital storytelling activity with a peer assessment mechanism. An experiment was conducted to investigate the effect of the mechanism on sixth grade students’ story picture book works and creative self-efficacy. Results showed that students performed on story picture book in the experimental group better than those in the control group. Moreover, compared of the control group, the experimental group revealed a higher level of creative belief. As a result, the intervention of peer assessment not only provided more opportunities to obtain varied information and ideas, but also enhanced the performances and perceptions of creative outcomes and self-efficacy.
