探討學習夥伴推薦機制如何影響學習者對於e-Portfolio的使用意願之研究

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杜德一(De-yi Du) 查詢紙本館藏

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資訊工程學系在職專班

論文名稱

探討學習夥伴推薦機制如何影響學習者對於e-Portfolio的使用意願之研究
(The role of learning companion recommendation and how it affects learners’ intention to use e-Portfolio)

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摘要(中)

e-Portfolio平台提供學生記錄各種學習檔案，能幫助學生在學習上反思，並提升學習成效，e-Portfolio是一種社會學習環境，學習者能與學習夥伴進行社會學習活動，發揮協同學習的效果。本研究提出「學習夥伴推薦服務」(Learning Companion Recommendation Service, LCRS)，以正規化概念分析(Formal Concept Analysis, FCA)計算學習樹相似度，推薦學習領域相似的學習夥伴，以增加互動機會而形成社群。
本研究以科技接受模型結合資訊系統成功模型的「資訊品質」與「服務品質」以及加入「主觀規範」等因素，提出探討LCRS對學習者使用e-Portfolio意願的影響的研究模型，研究變項有六個部份，分別為「推薦服務資訊品質」、「推薦服務服務品質」、「主觀規範」、「推薦服務認知易用性」、「推薦服務認知有用性」及「e-Portfolio使用意願」。在進行e-Portfolio教育訓練之後，以實體問卷施測取得樣本資料。研究結果顯示「推薦服務資訊品質」對於「推薦服務認知易用性」與「推薦服務認知有用性」有正向顯著影響；「推薦服務服務品質」對於「推薦服務認知易用性」與「推薦服務認知有用性」有正向顯著影響；「主觀規範」對「推薦服務認知易用性」與「推薦服務認知有用性」有正向顯著影響；「主觀規範」、「推薦服務認知易用性」與「推薦服務認知有用性」對「e-Portfolio使用意願」有顯著正向影響。整體而言LCRS對於學生使用e-Portfolio的意願有正向影響。

摘要(英)

Electronic portfolio (e-Portfolio) platform provides students a place to record their learning portfolios. E-Portfolios can facilitate learners’ reflection on learning and enhance their learning effects. E-Portfolio platform is a social learning environment where learners can have social learning activities with their companion and exert collaborative learning. This research proposed Learning Companion Recommendation Service (LCRS), and used Formal Concept Analysis (FCA) to calculate the similarity of learning trees. LCRS can recommend learning companions in similar learning area and increase interactions between learning companions.
This research proposed a model which discussed whether LCRS had influences on learners’ willingness to use e-Portfolio. The proposed model was based on Technology Acceptance Model (TAM), “information quality” and “service quality” of Information System Success Model (IS Success Model) and “subjective norm”. The variables in this research were “information quality of LCRS”, “service quality of LCRS”, “subjective norm”, “perceived ease of use of LCRS”, “perceived usefulness of LCRS”, and “use intention of e-portfolio”. After e-portfolio training courses, learners responded the questionnaire. The results showed that “information quality” had significant influence on “perceived ease of use of LCRS” and “perceived usefulness of LCRS”; “service quality of LCRS” had significant influence on “perceived ease of use of LCRS” and “perceived usefulness of LCRS”; “subjective norm” had significant influence on “perceived ease of use of LCRS” and “perceived usefulness of LCRS”; “subjective norm”, “perceived ease of use of LCRS” and “perceived usefulness of LCRS” had significant influences on “use intention of e-portfolio”. In general, LCRS positively influenced learners’ willingness to use e-Portfolio.

關鍵字(中)

★ 推薦系統
★ 科技接受模型
★ 正規概念分析
★ 資訊系統成功模型
★ e-Portfolio

關鍵字(英)

★ FCA
★ e-Portfolio
★ IS Success model
★ TAM
★ Recommendation system

論文目次

摘要 ············································································································································· i
ABSTRACT ······························································································································· ii
誌謝 ··········································································································································· iii
目錄 ··········································································································································· iv
圖目錄 ······································································································································· vi
表目錄 ······································································································································ vii
一、簡介 ·································································································································· 1
二、文獻探討 ·························································································································· 4
2-1 e-Portfolio在學習上的應用與發展 ······································································ 4
2-2 推薦系統 ················································································································ 7
2-3 計畫行為理論 ······································································································ 10
2-4 科技接受模型 ······································································································ 11
2-5 資訊系統成功模型 ······························································································ 12
三、研究模型與假設 ············································································································ 14
3-1 研究模型 (Research model) ················································································ 14
3-2 研究假設 (Research hypotheses) ········································································ 16
四、系統實作 ························································································································ 18
4-1 LCRS 系統架構 ·································································································· 18
4-2 LCRS系統設計 ··································································································· 20
4-3 相似度計算 (Similarity calculate) ······································································ 21
4-4 系統展示 (Demonstration) ·················································································· 24
五、研究方法 ························································································································ 26
5-1 參與者統計 (Participants) ··················································································· 26
5-2 問卷效度及信度 ·································································································· 27
5-2-1 資訊品質量表 ·························································································· 27
5-2-2 服務品質量表 ·························································································· 28
5-2-3 主觀規範量表 ·························································································· 28
5-2-4 認知有用性量表 ······················································································ 29
5-2-5 認知易用性量表 ······················································································ 30
5-2-6 使用意願量表 ·························································································· 30
六、研究結果 ························································································································ 33
6-1 皮爾森相關分析 ·································································································· 33
6-2 回歸分析 (Regression analysis) ·········································································· 34
七、研究討論 ························································································································ 36
7-1 推薦服務的資訊品質與服務品質及主觀規範對推薦服務認知有用性的影響 38
7-2 推薦服務的資訊品質與服務品質及主觀規範對推薦服務認知易用性的影響 39
7-3 推薦服務的認知有用性、易用性及主觀規範對e-Portfolio使用意願的影響 · 41
7-4 LCRS對e-Portfolio使用意願的影響 ·································································· 43
八、結論 ································································································································ 44
8-1 研究結論 ·············································································································· 44
8-2 未來研究方向 ······································································································ 46
參考文獻 ·································································································································· 47
附錄一研究問卷 ···················································································································· 51
附錄二原始問卷 ···················································································································· 53

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指導教授

楊鎮華(J.H. Yang)

審核日期

2010-7-19

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