博碩士論文 974201027 詳細資訊




以作者查詢圖書館館藏 以作者查詢臺灣博碩士 以作者查詢全國書目 勘誤回報 、線上人數:23 、訪客IP:3.142.197.212
姓名 李思佳(Szu-chia Li)  查詢紙本館藏   畢業系所 企業管理學系
論文名稱 探討大學生使用數位學習系統持續使用意圖之研究- 結合接受後資訊系統持續使用模式、整合性科技接受理論(UTAUT)及資訊成功模型
(An Investigation of Undergraduates Students' Continuance Behavioral Intentions to Use e-Learning System - An Integration of Post-Acceptance Model, Unified Theory of Acceptance Use of Technology(UTAUT), and Success Model of Information )
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摘要(中) 進入知識經濟的時代下,人力資源將成為各國累積實力的重要資產,因此將教育資源有效運用、提供更有效率的學習空間及培養學生自我持續學習之能力,成為高等教育領域中必須正視的課題。
數位學習提供了彈性自主的學習空間,並整合廣泛多元的知識內涵,讓學習者可以在更自主性的環境下,透過數位內容的傳輸,持續培養個人之能力。藉由了解數位學習使用者對於系統的認知及探討影響數位學習使用者持續使用意願之因素,將使數位學習方式更符合學生需求,以促進學習成效及動機,進而培養持續學習的動力。
本研究以高等教育學生對於數位學習系統的持續使用意圖為主題,以接受後資訊使用模式為理論架構,並細分資訊成功模型中「系統」、「資訊」及「服務」三種品質概念,並加入「自律特質」及整合性科技接受模型中「社會影響」與「有利條件」等因素。
本研究對象為某大學曾經使用該校數位學習系統的學生,有效樣本數為616份,以SPSS17.0與AMOS 16.0進行個人資料的描述性分析、信度與效度分析,及結構方程模式(SEM)分析研究架構的路徑因果關係及解釋力,研究結果如下:
一、「系統品質期望不確認」、「資訊品質期望不確認」會透過數位學習系統的「認知有用性」、「滿意度」,正向影響使用者的「持續使用意圖」。
二、「服務品質期望不確認」則僅透過「滿意度」,正向影響使用者的「持續使用意圖」。
三、個人因素中「自律特質」透過數位學習系統的「認知有用性」,正向影響使用者的「滿意度」與「持續使用意圖」
四、「社會影響」、「有利條件」會正向影響使用者的「持續使用意圖」
摘要(英) Into the age of knowledge economy, human resources will become an important national asset accumulation of power.Therefore, the higher education institutions must pay attention to the issue of the effective use of the educational resources , and provide more efficient space for students to accumulate their learning ability in order to achieve self-sustained learning.
E-Learning provides a flexible space for self-learning and integrates a wide range and diversity of knowledge contents.Through the transmission of digital content, it help leaners studing autonomy and cultivating their personal ability continuously. By understanding the E-learning users’ cognition system and exploring the key factors that affect the users’ continuance intentions to use the E-learning system, it will allow the design of E-learning meet the users’ needs, enhence the effectiveness of learning, and motivate the users’ continued learning.
The purpose of this study is to investigate the higher education students’ behavior of continuance intentions to use the E-learning system. This study combined the unified theory of Post-Acceptance Model and IS success model which include system quality, information quality and service quality. Additionally, this research model integrates trait self-regation of Personal characteristics, social influence and facilitating conditions of unified theory of acceptance and use of technology (UTAUT) to propose a new hybrid model to study students’ behavior of continuance intentions to use the e-learning system.
The participants of this study were the 616 students in a university which have adopted the e-learning systems. The statistical software of SPSS17.0 and Amos16.0 were used to analyze the descriptive statistics of demographic information, reliability and validity. Besides, the structural equation modeling (SEM) was conducted to identify the causal effect among the factors. The results of this study were summarized as follows:
1.The system quality disconfirmation and the information quality disconfirmation had significant influence on the the continuance intention of the E-learning user through the perceived usefulness and the satisfaction.
2.The service quality disconfirmation had significant influence on the continuance intention of the E-learning user through the satisfaction.
3.The trait self-regation of Personal characteristics had significant influence on continuance intention and the satisfaction of the E-learning user through perceived usefulness
4.The social influence and facilitating conditions of UTAUT had significant influence on the the continuance intention of the E-learning user.
By explaining the key factors that affected students’ behavioral continuance intentions, 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.
關鍵字(中) ★ 接受後資訊系統持續使用模式
★ 數位學習
★ 資訊成功模型
★ 整合性科技接受理論
★ 自律特質
★ 系統持續使用意圖
關鍵字(英) ★ E-learning
★ Post-Acceptance Model
★ Trait Self-Regulation
★ Uunified Theory of Acceptance and Use of Technol
★ Success Model of Information
★ System Continuance Intention
★ Expectancy-Disconfirmation Theory
論文目次 目錄
摘要i
Abstract ii
目錄iv
表目錄vii
圖目錄ix
第一章 緒論1
1-1研究背景1
1-2研究動機4
1-3研究目的6
1-4研究流程7
第二章 文獻探討8
2-1 數位學習8
2-1-1數位學習的定義 8
2-1-2數位學習特性與比較10
2-1-3 數位學習的發展概況15
2-2科技接受行為18
2-2-1理性行為理論 18
2-2-2 計畫行為理論 19
2-2-3 科技接受模型 21
2-3期望不確認理論 24
2-3-1期望不確認理論概念24
2-3-2 期望不確認理論構面說明27
2-3-3期望確認理論與資訊系統的持續使用29
2-4資訊系統成功模型36
2-4-1 資訊系統成功模型架構 36
2-4-2 修正資訊成功模型38
2-4-3 系統品質衡量 41
2-4-4 資訊品質衡量43
2-4-5服務品質衡量45
2-5自律特質47
2-5-1自律特質的定義及對學習的影響48
2-5-2自律特質的衡量50
2-5-3自律特質的相關研究52
2-6整合性科技接受理論54
2-6-1 整合性科技接收模型統整的八大理論54
2-6-2整合性科技接受模型架構 55
2-6-3整合性科技接受模型個構面內涵56
第三章 研究方法61
3-1研究架構61
3-2研究假說及推導 63
3-3研究變數操作性定義與衡量問題70
3-4 問卷設計83
3-5資料蒐集與分析方法84
3-5-1資料蒐集及研究對象84
3-5-2 資料分析方法 87
第四章 資料分析89
4-1樣本個人資料之敘述性統計 89
4-2樣本個別變項之敘述性統計 90
4-3信度檢定96
4-4建構效度分析97
4-4-1 收斂效度97
4-4-2區別效度127
4-5結構方程式分析129
4-5-1研究架構分析129
4-5-2模型適配度分析136
4-5-3研究假設驗證138
4-6結構方程式模式修正142
4-6-1修正模式架構142
4-6-2修正後模型適配度分析148
4-6-3修正後內在結構適配度指標檢定150
4-6-4修正後研究假設驗證151
4-7效果分析與內生變數解釋能力156
第五章結論與建議158
5-1研究發現與結論158
5-2探討影響高等教育學生持續使用數位學習系統的因素與實務相關的策略意涵163
5-3研究限制與後續研究建議166
參考文獻168
附錄179
表目錄
表2-1-1數位學習與傳統學習的差異比較表12
表2-2-1TRA、TPB與TAM模式之比較表23
表2-3-1期望理論及應用至資訊領域的相關實證整理表33
表2-4-1系統品質衡量構面整理表42
表2-4-2資訊品質衡量構面整理表44
表2-4-3服務品質衡量構面整理表47
表2-5-1自律特質相關實證推論至認知有用性概念表53
表2-6-1整合性科技接受模型相關的實證研究58
表3-2-1本研究假設 69
表3-3-1系統品質期望不確認的操作性定義與衡量題項71
表3-3-2資訊品質期望不確認的操作性定義與衡量題項73
表3-3-3服務品質期望不確認的操作性定義與衡量題項76
表3-3-4自律特質的操作性定義與衡量題項78
表3-3-5社會因素的操作性定義與衡量題項80
表3-3-6有利條件的操作性定義與衡量題項81
表3-3-7認知有用性的操作性定義與衡量題項82
表3-3-8滿意度的操作性定義與衡量題項 82
表3-3-9持續使用意圖的操作性定義與衡量題項83
表4-1-1有效樣本之基本資料結構分析(N=616)89
表4-2-1有效樣本外生變項之敘述性統計90
表4-2-2有效樣本內生變項之敘述性統計95
表4-3-1測量變數信度分析96
表4-4-1系統品質期望不確認一階驗證性因素分析變數指標值112
表4-4-2系統品質期望不確認二階驗證性因素分析變數指標值113
表4-4-3資訊品質期望不確認一階驗證性因素分析變數指標值114
表4-4-4資訊品質期望不確認二階驗證性因素分析變數指標值115
表4-4-5服務品質期望不確認一階驗證性因素分析變數指標值116
表4-4-6服務品質期望不確認一階驗證性因素分析變數指標值117
表4-4-7自律特質一階驗證性因素分析變數指標值119
表4-4-8自律特質二階驗證性因素分析變數指標值120
表4-4-9社會影響一階驗證性因素分析變數指標值122
表4-4-10社會影響二階驗證性因素分析變數指標值123
表4-4-11有利條件一階驗證性因素分析變數指標值124
表4-4-12有利條件二階驗證性因素分析變數指標值125
表4-4-13內生變數驗證性因素分析變數指標值126
表4-4-14受限及未受限模式卡方值比較表127
表4-5-1潛在變數的定義129
表4-5-2結構方程模式各估計值及標準化係數131
表4-5-3整體模式適配度指標檢定表137
表4-5-4期望品質不確認構面下三項品質與認知有用性的路徑關係與假設140
表4-5-5期望品質不確認構面下三項品質與滿意度的路徑關係與假設140
表4-5-6自律特質與認知有用性的路徑關係與假設141
表4-5-7社會影響、有利條件與持續使用意圖的路徑關係與假設141
表4-5-8內生變數間的路徑關係與假設142
表4-6-1修正指標142
表4-6-2修正後模型的結構方程模式各估計值及標準化係數144
表4-6-3修正後整體模式適配度指標檢定表149
表4-6-4修正後變數之組合信度與平均萃取變異量151
表4-6-5期望品質不確認構面下三項品質與認知有用性的路徑關係與假設153
表4-6-6期望品質不確認構面下三項品質與滿意度的路徑關係與假設153
表4-6-7自律特質與認知有用性的路徑關係與假設154
表4-6-8社會影響、有利條件與持續使用意圖的路徑關係與假設154
表4-6-9內生變數間的路徑關係與假設155
表4-6-10原始模型架構與修正模型架構之假設檢定比較表155
表4-7-1潛在變項直接效果與間接效果表157
圖目錄
圖1-4-1研究流程圖 7
圖2-1-1數位學習涵蓋範圍概念圖9
圖2-2-1為理性行為模型架構19
圖2-2-2計畫行為理論架構20
圖2-2-3科技接受模型架構22
圖2-3-1滿意度決定認知模型架構26
圖2-3-2期望不確認模式26
圖2-3-3接受後的資訊系統持續使用模式模型31
圖2-3-4為期望不確認網路消費者滿意度影響模式32
圖2-4-1資訊成功原始模型架構37
圖2-4-2修正的資訊系統成功模型架構39
圖2-6-1整合性科技接受模型架構56
圖3-1-1本研究架構模式63
圖4-4-1系統品質期望不確認構面之一階驗證性因素分析概念模式圖99
圖4-4-2系統品質期望不確認構面之二階驗證性因素分析概念模式圖100
圖4-4-3資訊品質期望不確認構面之一階驗證性因素分析概念模式圖101
圖4-4-4資訊品質期望不確認構面之二階驗證性因素分析概念模式圖102
圖4-4-5服務品質期望不確認構面之一階驗證性因素分析概念模式圖103
圖4-4-6服務品質期望不確認構面之二階驗證性因素分析概念模式圖104
圖4-4-7自律特質構面之一階驗證性因素分析概念模式圖105
圖4-4-8自律特質構面之二階驗證性因素分析概念模式圖106
圖4-4-9社會影響構面之一階驗證性因素分析概念模式圖107
圖4-4-10社會影響構面之二階驗證性因素分析概念模式圖108
圖4-4-11有利條件構面之一階驗證性因素分析概念模式圖109
圖4-4-12有利條件構面之二階驗證性因素分析概念模式圖110
圖4-4-13內生變數構面之驗證性因素分析概念模式圖111
圖4-5-1研究模式概念圖131
圖4-5-2研究模式路徑圖139
圖4-6-1本研究修正後理論模型架構與參數結果144
圖4-6-2修正後研究模式路徑圖152
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指導教授 李憶萱(Yi-hsuan Lee) 審核日期 2010-7-9
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