STEAM跨領域教學逐漸被運用為培養學生的創造力的教學方法。本研究於「跨領域課體驗－VTuber社群媒體創作」的課程中，嘗試以STEAM-6E教學並搭配威廉斯創造思考策略運用，從中探討提升學生創造力與學習成效之影響。研究採不等組準實驗研究設計，以北部某科技大學跨領域課程一年級學生為研究對象，3梯次6週每梯次30位選修，其中兩班為實驗組（63人），進行STEAM-6E教學；另一班為控制組（31人），施以傳統的講述教學，兩組皆進行VTuber虛擬角色媒體創作。實驗實施18週，共54節課，透過分析學生實驗前後的創造力、學習成效及學習態度，探討應用VTuber媒體創作於STEAM教學之效能與可行性。研究結果發現，使用VTuber媒體創作的STEAM教學在短期內對學生創造力的影響有限，但對於學生創作虛擬角色的創造性有正向影響，包括：創作作品的獨創性提升，作品中亦含有角色的意義轉化、自我投射，從中得出，非本科學生仍有造型創造的能力展現，藉此VTuber虛擬角色增進個人創作的學習成效。此外，VTuber媒體創作的製作過程，讓學生對問題解決與設計創作上，有視野擴充與開放的態度，並對視覺藝術的設計抱持更正向的看法。

STEAM cross-field teaching has gradually become a teaching method to foster students' creativity. During the "Cross-field Courses Experience - VTuber Social Media Creation" course, this study used STEAM-6E teaching and the Williams creative thinking strategy to explore its influence of improving students' creativity on learning effectiveness. A non-equivalent quasi-experimental research design was adopted. First-year students of a science and technology university in northern Taiwan studying cross-field experience courses were selected as the research subjects. These students participated in three sessions of courses in six weeks, with 30 students in each session taking the course. Among them, two sessions belonged to the experimental group (63 students), which adopted STEAM-6E teaching. The other session belonged to the control group (31 students), which adopted traditional didactic teaching. Both groups conducted the media creation of VTuber virtual characters. The experiment was conducted in 18 weeks with 54 classes. Through analyzing students' creativity, design learning effectiveness, and learning attitude before and after the experiment, this study explored the efficacy and feasibility of applying VTuber media creation to STEAM teaching. The findings indicate that STEAM teaching using VTuber media creation has a limited impact on students' creativity in the short term. However, it positively impacts students' creativity in creating virtual characters, including enhancing originality, the meaning transformation of characters, and self-projection. This indicates that non-undergraduate students can also model creation, and the learning effectiveness of individual creation can be enhanced through VTuber virtual characters. Additionally, the production process of VTuber media creation could allow students to broaden their horizons, adopt an open attitude in problem-solving and design creation, and hold a more positive view of the design and creation of visual arts.