本研究目的在探究手機成癮與學習成效之相關，及嘲笑風格調節手機成癮與學習成效間相關情形。在研究方法上，本研究以網路便利取樣徵求301 位有手機使用習慣的大學生參與線上問卷施測，其中有效問卷共271份。本研究使用 google 表單將「智慧型手機成癮量表」、「短版手機遊戲成癮量表」、「學習成效量表」，及「正體中文版嘲笑風格量表」加註施測程序、說明及各量表指導語輸入表單中，以此作為本研究問卷。結果顯示：1.手機成癮與學習成效未呈現顯著負相關；2.怕被笑具顯著調節手機成癮與學習成效關係，調節效果為高被怕笑者手機成癮與學習成效負相關高於低被怕笑者；3.喜被笑具部分調節手機成癮與學習成效關係，調節效果為高喜被笑者手機遊戲成癮與學習成效負相關低於低喜被笑者；4.喜笑人具顯著調節手機成癮與學習成效關係，調節效果為高喜笑人者手機成癮與學習成效負相關低於低喜笑人者。最後，研究者針對本研究之結果進行理論涵義之討論，並提出實務建議與未來研究之參考。
The aim of this research was to explore the correlation between mobile phone addiction and learning efficiency while examining the influence of the PhophiKat style on this relationship. The study utilized online convenience sampling to enroll 301 university students with smartphone habits for an online survey, with a total of 271 valid responses. Google Forms incorporated the "Smartphone Addiction Inventory," " Short Form of Problematic Mobile Gaming Questionnaire," "Learning Effectiveness Scale," and the "PhoPhiKat-TC Scale," each accompanied by specific guidelines. 1. The findings indicated no significant negative correlation between smartphone addiction and learning effectiveness.2. However, Gelotophobia emerged as a significant moderator, demonstrating that individuals with high gelotophobia exhibited a stronger negative correlation between smartphone addiction and learning effectiveness compared to low gelotophobes. 3. Gelotophilia partially moderated this relationship, revealing that high gelotophiles displayed a weaker negative correlation between problematic smartphone gaming and learning effectiveness compared to low gelotophiles. 4.Similarly, Katagelasticism significantly moderated the relationship, indicating that high katagelasticists exhibited a weaker negative correlation between smartphone addiction and learning effectiveness compared to low katagelasticists. Finally, the study concludes by providing recommendations based on these findings, serving as valuable references for future practical applications and research endeavors.
