本研究旨在探討將創造思考教學融入專題導向學習對學生創造力與學習投入之影響。本研究為單一組別前後測作為實驗設計，以北部地區某國立科技大學選修工業4.0理論與實務及學習4.0課程之學生作為本實驗之研究對象，包含20位數位學習所碩士生及21位理工學院大學生，其中男性為26位，女性為15位。本教學實驗是將創造思考教學融入專題導向學習的實作課程「工業4.0理論與實務」當中。課程每週三堂課，共安排十八週的教學實驗介入，課程內容包含了工業4.0相關的知識與專題的製作。本研究在教學實驗之前後使用的量表包含了「陶倫斯創造思考測驗(TTCT)」的圖形測驗與「學習投入量表」。在質性的資料中，本研究在課程結束後對全班進行了半結構式的訪談。
在根據前後測所得之量化與質性資料進行統計分析後，本研究結果如下：
一、創造思考教學融入專題導向學習課程對於提升學生在圖形創造思考測驗之創造力並無顯著提升。
二、創造思考教學融入專題導向學習課程對於提升學生學習投入的程度並無顯著提升。
三、透過質性訪談資料可以發現到學生在本課程中所投入的程度是較多的，且多數學生認為本課程幫助他們學習到創造思考的技巧與團隊合作的重要。
本研究並依照研究結果給予未來在相關的工程教育或創造力研究做後續的建議。

This study aimed to examine the effects of teaching for creative thinking into project-based learning on student's creativity and learning engagement. This study was a single group pretest-posttest design, the participants in this study were 21 engineering field students and 20 digital learning field students who took an Industry 4.0 project-based learning course from a university in Taipei, Taiwan. The whole 18 weeks of experimental instruction were used for studying Industry 4.0 related knowledge and project production. Finally, the scales of Torrance Test for Creativity Thinking (TTCT) and student engagement were used to every student in pretest and posttest. In addition to quantitative research, the study also collected qualitative data through interviewing with the whole class at the end of course.
The results were as the following after statistical analysis:
First, creative thinking instruction into project-based learning cannot enhance students’ creativity.
Second, creative thinking instruction into project-based learning cannot enhance students’ learning engagement.
Third, the qualitative data showed that students thought they have more learning engagement in this course, and most students thought they learned creative thinking skills and importance of teamwork.
　Based on the findings of this study, this study will give the implications and suggestions for teachers and future research.

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