近年來，教學現場越來越注重如何有效提升學生的學習能力。相關文獻指出，冒險教育引導學生走出教室，透過感官的親身體驗，融入真實的生活情境。在這樣的過程，學生不僅能夠提升學習樂趣，更能發展出解決問題的能力，為未來的學習與生活奠定基礎。本研究主要目的是探討國小高年級學生幽默感與創造傾向對冒險教育生活效能與學習動機之中介效果。本研究以問卷調查法進行研究，研究對象為參與過冒險教育活動之國小五至六年級學生。在學生參與冒險教育活動之後，填寫「冒險教育生活效能量表」、「多向度幽默感量表」、「威廉斯創造傾向量表」、「學習動機量表」問卷進行分析；研究結果發現：一、冒險教育生活效能正向預測學習動機。二、幽默感與創造傾向對冒險教育生活效能與學習動機具有平行中介效果。三、幽默感、幽默創造能力、幽默因應能力、社交情境幽默能力、笑的傾向對冒險教育生活效能與學習動機具有部分中介效果。四、幽默理解能力、對幽默的態度、創造傾向對對冒險教育生活效能與學習動機不具有中介效果。最後本研究亦提出後續相關研究討論與教學實務之建議，並針對本研究的未來方向進行討論，以期能做為未來國小教師於教學現場之運用以及相關研究之參考依據。

In recent years, there has been an increasing focus on how to effectively enhance students' learning abilities. According to relevant literature, adventure education leads students out of the classroom and into real-life situations through sensory experiences. In this process, students can not only enjoy learning, but also develop problem-solving skills, laying the foundation for their future learning and life. The main purpose of this study was to investigate the mediating effects of humor and creative tendency on the effectiveness of adventure education and learning motivation of upper elementary school students. The study was conducted using a questionnaire survey with fifth- and sixth-grade students who had participated in adventure education activities. After the students participated in adventure education activities, they filled out the “Adventure Education Life Efficacy Scale”, “Multi-Dimensional Humor Scale”, “Williams Creative Inclination Scale”, and “Learning Motivation Scale” for analysis. Second, sense of humor and creative tendency had a parallel mediating effect on life efficacy and learning motivation in adventure education. Sense of humor, humor creativity, humor response ability, social situation humor ability, and tendency to laugh had a partial mediating effect on adventure education life efficacy and learning motivation. Humor comprehension, attitude toward humor, and creative tendency did not have a mediating effect on the efficacy and learning motivation of adventure education. Finally, this study also proposes suggestions for future research and teaching practice, and discusses the future direction of this study, in order to serve as a reference for future elementary school teachers to utilize in the teaching field as well as for related research.

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