影響使用數位學習系統滿意度與使用意願之研究—整合資訊系統成功模型與科技接受模型 NONE

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Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/44068

Title:	影響使用數位學習系統滿意度與使用意願之研究—整合資訊系統成功模型與科技接受模型 NONE
Authors:	傅德生;De-sheng Fu
Contributors:	企業管理研究所
Keywords:	高等教育;資訊系統成功模型;科技接受模型;互動性;自律特質;trait self-regulation;interactivity;technology acceptance model;higher education;information system success model
Date:	2010-07-06
Issue Date:	2010-12-08 14:47:47 (UTC+8)
Publisher:	國立中央大學
Abstract:	數位學習現今已在高等教育普遍地發展，無非是期望利用數位學習可使教育方式更多元與讓學習者能更有效率地學習，以及利用網際網路快速傳遞資訊的特性，使學習者得以利用數位學習系統取得全球各地的知識與資訊。然而，在大量投入資源後，更重要的是了解整體數位學習系統的使用成效與使用者對數位學習系統之滿意度與使用意願的評價，了解影響其對數位學習系統滿意度與使用意願之因素，藉以協助系統的提供者對數位學習系統進行改善，以及設計有關使用數位學習系統之學習策略、教材與政策之制定與考慮個人的自主性對學習的影響，使其資源投入可獲得最大成效的回饋，並令數位學習系統得以成功發展。本研究主要以衡量高等教育數位學習發展之成效為研究主題，整合資訊系統成功模型與科技接受模型作為基礎理論架構，除探討系統的品質因素外並加入「互動性」與個人的「自律特質」兩變數於整合模型中，以探討影響使用者對數位學習系統之滿意度與使用意圖的因素為何。本研究對象為亞洲大學曾使用過校內的數位學習系統(E化教學園)的學生，取得總共613份之有效樣本，並運用線性結構方程式(SEM)分析本研究之理論架構與路徑困果關係，得到研究結論如下： 1. 系統品質、資訊品質、服務品質、互動性與自律特質會影響使用者對數位學習系統的「認知易用性」，進而影響使用者的「滿意度」與「使用意圖」。 2. 資訊品質與自律特質會影響使用者對數位學習系統的「認知有用性」，進而影響使用者的「滿意度」與「使用意圖」。 3. 認知有用性與認知易用性皆會對數位學習系統的滿意度產生影響，並影響使用者未來持續使用數位學習系統的意願。研究結果發現，使用者的自律特性對數位學系統的滿意度及使用意願有其影響力，故在系統或教學策略之設計上應注重提昇學習者個人之自律特性。而且，本研究建立一衡量數位學習系統成效的指標與模型，可供相關單位在未來規劃、執行與評估系統和改善教學策略的參考及應用，以落實數位學習政策。 With the development of the Internet, E-learning is experiencing rapid growth. E-learning has been implemented by higher education institutions worldwide for decades. It was expected that e-learning has offered avenue to enhence teaching and learning performance. Whereas educational institutions have invested substantial resources in e-learning systems, the benefits of such systems will not be achieved if learners fail to use the system. Therefore, the satisfaction of users, the effectivenss of e-learning sytem, and the users’ intention to use the system were the key factors in a successful implementation of e-learning programs. By examining those key factors, the knowledge base on important determinants of e-learning system adoption and practical implications to education institutions planning to design and implement e-learning sytems can be expanded. The purpose of this study is to evaluate the effectiveness of e-learning system applied in higher education institutions. This research combines the DeLone and McLean’s Information System Success Model (IS Success Model) and Davis’s Technology Acceptance Model (TAM), and adds two research variables, interactivity and trait self-regulation to propose a new hybrid technology acceptance model to study students’ satisfaction and behavioral intentions to use the e-learning system. Data were collected from 613 students who were registered or have the using experience of the e-learning courses in the Asia University. This research has adopted structural equation model (SEM) for its data analysis to study the causalities among all parameters constructed in the proposed model. The conclusions of this study were summarized as followings: 1. System quality, information quality, service quality, interactivity, and trait self-regulation positively affected the users’ perceived ease of use of the e-learning systems, thereby affected the users’ satisfaction and behavioral intention to use. 2. Information quality and trait self-regulation positively affected the users’ perceived usefulness of the e-learning systems, thereby affected the users’ satisfaction and behavioral intention to use. 3. Perceived usefulness and perceived ease of use both affected the users’ satisfaction of e-learning systems, and further affected the users’ intention to use the e-learning system. By explaining the key factors that affected students’ behavioral intentions and users’ satisfaction, the findings of this research help to develop more user-friendly e-learning systems and also provide insight into best way to promote e-learning systems for students in higher education institutions.
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