在過去幾年，電腦輔助學習系統和網頁輔助學習系統已經被大量發展。許多研究證明電腦輔助學習系統和網路輔助學習系統確實能有效提升學習者的學習成效和動機，如果學習環境中可以透過學習輔助即時提出問題並迅速獲得反饋結果，將能更進一步提升學習者的學習成效。因此本研究提出行動式立即反饋系統來輔助學習，藉由科技接受模型2來探討此系統的使用者行為並且透過迴歸分析來驗證。實驗結果指出研究模型中的八個假說有六個假說是支持的，這六個假說分別是主觀規範、認知易用性、認知有性均會正向影響使用意圖 且主觀規範、輸出品質會正向影響認知有用性 認知易用性也會正向影響認知有用性。而工作關聯性與認知有用性因為兩變項間彼此沒有達到顯著相關，成果展示性與認知有用性亦沒有達到顯著相關，因此假說不支持。 In the past few years，there were numerous computer-assisted learning systems and web-assisted learning systems have been greatly developed. Many studies confirmed that computer-assisted learning systems and web-assisted learning systems could improve learners’ learning performance and motivation effectively. In learning environment, if learners could ask questions instantly and got feedback quickly through learning tools, then learning performance would be further enhanced. Therefore, this study proposed mobile interactive response system to assist students’ learning. Used Technology acceptance model 2 to probe into user behaviors. And hypotheses were validated through regression analysis. The results showed that there were six hypotheses supported in the proposed eight hypotheses. These six hypotheses included subjective norm, perceived ease of use and perceived usefulness could positively impact on intention to use. Subjective norm, output quality could positively impact on perceived usefulness. Perceived ease of use could positively impact on perceived usefulness. On the other hand, job relevance and perceived usefulness had no significant correlation. Result demonstrability and perceived usefulness had no significant correlation too. Thus these two hypotheses were not supported.
