本研究旨在探討迷因創作學習對高中學生英文學習成就與學習焦慮之影響，並檢驗 心流體驗與學習投入在其中所扮演的中介角色。近年來，科技輔助教學普遍被視為提升學生學習投入與課堂專注度的有效途徑，然而，其課程設計較為複雜，且對硬體設備與技術支援具有較高依賴性，使多數學校在實務推行上面臨成本與可行性的限制。為回應第一線教學現場之需求，本研究發展一套兼具低成本、趣味性與教學效益之迷因創作學習模式，以提升學生英文學習歷程中的參與度與情意表現。本研究採準實驗設計，以桃園市某高中一年級六個班級學生為研究對象，其中實驗組三班共 92 人，接受為期一學期、共八節課之迷因創作學習課程；控制組三班共 85 人，則維持原有校訂課程。研究工具包括修訂後之「學習投入量表」、「心流體驗量表」、「英文學習焦慮量表」及「創造力聯想測驗」，並於前、後測進行施測，同時以前測資料檢驗量表之信度與效度。研究結果顯示，迷因創 作學習能顯著提升學生之心流體驗與學習投入，且兩者之前後測皆呈現顯著交互作用，顯示其變化情形受到迷因創作學習介入之影響，並與控制組產生差異。此外，迷因創作學習對降低英文學習焦慮具有顯著效果，學習焦慮之前後測交互作用亦達顯著水準，顯示學生之情緒狀態會因不同教學介入方式而有所改變。然而，迷因創作學習對英文學習成就尚未產生立即性的顯著影響。單純主要效果分析結果顯示，不論實驗組或控制組，其前、後測成績差異皆未達顯著水準，反映語言學習成就屬長期累積性能力，短期介入較難立即反映於測驗表現。在中介效果分析方面，研究結果指出，心流體驗與學習投入皆在迷因創作學習與英文學習焦慮之間發揮中介作用。迷因創作學習對學習焦慮之標準化迴歸係數為 –.17（z = –2.30；p = .021），顯示其能有效降低學生焦慮；此外，心流體驗對學習焦慮亦呈現顯著負向影響（–.27，z = –2.73；p = .006）。學習投入對學習焦慮同樣具有顯著負向效果（–.25，z = –2.86；p = .004）；同時，迷因創作學習對學習投入之標準化迴歸係數為 .35（z = 5.31；p < .001），顯示其有助於提升學生之學習投入。綜合而言，具幽默性與創造性特質之迷因創作學習，可透過促進學生之心流體驗與學習投入，有效降低英文學習焦慮，並可能對英文學習成就帶來長期正向影響。本研究結果可作為教學實務導入創意學習活動 之參考，亦可作為未來探討迷因創作學習相關研究之基礎。;This study aims to investigate the effects of learning by meme creation (LMC) on high school students’ English learning achievement and learning anxiety， and to examine the mediating roles of flow experience and learning engagement. Although technology-enhanced learning has been widely recognized as an effective approach to improving students’engagement and classroom attention， its implementation is often hindered by complex design and high equipment costs， making it difficult for most schools to adopt comprehensively. To address this challenge in frontline teaching contexts， this study developed a low-cost， creative， and pedagogically meaningful meme-creation learning model. A quasi-experimental design was adopted， involving six tenth-grade classes from a senior high school in Taoyuan， Taiwan. Three classes in the experimental group (n = 92) received an eight-session meme-creation learning program over one semester， while the three classes in the control group (n = 85) continued with the school-based curriculum. Revised versions of the Learning Engagement Scale， Flow Experience Scale， English Learning Anxiety Scale， and Creative Association Test were administered as pre- and post-tests， and instrument reliability and validity were examined using pre-test data. The results revealed that LMC significantly enhanced students’flow experience and learning engagement. Significant interaction effects were found for both flow experience and learning engagement， indicating that the changes in these variables differed between the two groups following the intervention. Additionally， LMC had a positive effect on reducing English learning anxiety; a significant interaction effect was also observed for learning anxiety， suggesting that students’emotional states were influenced by the instructional approach. However， the intervention did not produce an immediate significant effect on English learning achievement. Simple main effect analyses showed that neither the experimental group nor the control group demonstrated significant pre-post differences， reflecting that language achievement is cumulative in nature and may not be sensitive to short-term interventions.Regarding mediation effects， both flow experience and learning engagement served as mediators in the relationship between meme-creation learning and learning anxiety. LMC negatively predicted learning anxiety – .17 (z = –2.30; p = .021)， indicating its effectiveness in reducing anxiety; similarly， flow experience exerted a significant negative effect on learning anxiety –.27 (z = –2.73; p = .006). Moreover， learning engagement negatively predicted learning anxiety –.25 ( z = –2.86; p = .004)， and LMC positively predicted learning engagement .35 ( z = 5.31; p < .001).Overall， the humorous and creative nature of meme-creation learning can effectively reduce students’ English learning anxiety by enhancing their flow experience and learning engagement， and may yield long-term positive effects on learning achievement. The findings provide practical implications for implementing creative learning activities in the classroom and offer valuable insights for future research on meme-creation learning.
