數位學習第一代強調工具創新，第二代則著重在個人化的服務，不同的學習者會有著不同的個人特性，導致他們從事創意活動的成果差異。本研究以個人特性問卷（個人學習風格、電腦學習背景、科技接受度、自我效能）結合數位學習介面實驗設計，來評估個人特性與數位學習創意績效之關係。使用迴歸分析、決策樹與粗集合分析來對影響數位學習創意績效的個人特性因子進行探討。發現創意型學生具有視覺型、跳躍式思考、內向等學習風格。學習者使用電腦年限久且上線時間長，對科技使用具有信心等因子與大腦中的右腦功能的創意績效具有正向與顯著關係。學習者對科技的使用信心度高、介面設計中的資訊複雜度低、學習者使用電腦年限久及上線時間長，對學習者之注意力與創新知覺之「相對優勢」、「複雜性」、「相容性」等有密切關係。

The first generation of E-Learning development focused on the innovation of tools while the second generation emphasized the personal service as the most important factor in E-Learning. Different learners have different personal characters and they may lead to different performance as they participate in creative activities. Based on personal character factors questionnaires including personal background, learning styles, technology accepted models and personal confidence, combined with the interface design of experiment in E-Learning, this research aims to assess the relationship between personal character and creative performance in E-Learning. The authors apply statistical regression analysis, decision trees and rough set analysis of data mining to derive the significant effects of the personal characters on creative performance in E-Learning. The findings are as follows. First, creative learners are found to have learning styles oriented to be visual, global thinking and reactive. Second, learners with more confidence in operating technology, who use computers for longer years, and longer on-line time are positively and significantly related to the performance in the right function (visional space intelligence) in the brain. Third, learners with higher confidence in operating technology, lower information complexity in interface design, and learners who use computers for more years and more on-line time in prior experience are heavily related to the learners' attention and creative perception of relative advantage, complexity and compatibility.