本研究問題關注視覺媒體創作中如何學習？因此聚焦在兩個藝術碩士個案獨立製作的論文 與作品進行討論。數位科技已促使跨媒體作為創意傳播的學習形式，其假設為視覺文化中學生最 好的學習並非記憶與理解，而是能分析、評估與創造。在藝術本位觀點下回顧創造力、探究行動 與敘事知識之間的關係。 本文採取個案研究探討視覺媒體創作學習者如何在實踐中發展創作學習事件。在個案中創作 學習呈現多種途徑：首先，學習者能從陌生的社會團體中發展觀點的覺知能力並探索内在興趣； 其次，視覺媒體之形式能提供組織創造不同實踐情境邂逅遭遇的感覺與意義；最後，團體與環境 中給予的限制，可能會讓創作者努力創造出高度質感與精神性的作品或好作品。每一個時刻間的 互動過程，使創作者及其社群關係認同中演化，陶冶創作者靈性（精神性）的發展。

The question of this study is how learning in visual media creating focus by two cases of master of fine arts who producing their master's thesis and creation toward independent production. Recent advances in digital technology have prompted intermedia as a means of creative communication in social process. Student learn better from analyzing, evaluating and creating than from understanding alone in visual culture and environment. This hypothesis is basis for the promise of intermedia as forms of creative learning. In art-based perspectives, it reviews relationships among creative ability, inquiry action and narrative knowledge. The case study examines the learning event of visual media learner in practice situation. The results show learning in a number of ways: First, learner can development the awareness ability of idea generation and compare their own interesting but strangeness with that of other social group members. Second, visual media form can construct, organize and create the feeling and meaning of the practice situations being encountered. Finally, the creative learning process can also have motivational and situational consequences. Restriction of group and environment may become motivated to compete with each other in producing a high qualities or spiritualization of creations or good creations. The moment-to-moment interactional processes that feed the evolution of creators and the relational identity of their communities, in terms of spiritual cultivation and development.