博碩士論文 974201056 詳細資訊




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姓名 胡庠卉(Xiang-Hui Hu)  查詢紙本館藏   畢業系所 企業管理學系
論文名稱 影響高等教育學生使用數位學習系統意願因素之研究—應用UTAUT模型分析
(Effecting the students’ behavioral intention to use the e-learning system in higher educational institution— apply to unify theory of acceptance use of technology (UTAUT))
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摘要(中) 本研究旨在探討高等教育學生對於數位學習系統的使用意願因素,以整合性科技接受模型(Unified Theory of Acceptance and Use of Technology,UTAUT)為理論架構,並加入「PIIT( Personal innovativeness for IT)」、「知覺彈性學習有用性」兩構面因素並檢視性別是否干擾各構面變數,建立一個具有解釋力與預測力的延伸性整合性科技接受模型(UTAUT)以解釋高等教育學生使用數位學習系統的意願與行為,了解影響學生使用行為意願後,可以藉此提供學校或教育相關單位在未來規劃、執行與建構數位學習系統時的參考依據。
本研究對象為某大學曾使用過校內數位學習系統的學生,總共取得616份有效之樣本,
並透過SPSS17.0與AMOS16.0進行個人資料與信效度分析,並利用結構方程模式(SEM)加以分析模型架構的解釋能力與路徑因果關係,本研究結果發現如下:
1.UTAUT中績效期望構面因素,會正向影響使用者對於學習系統的使用意圖,且會受到性別干擾影響。
2.UTAUT中努力期望構面因素,會正向影響使用者對於數位學習系統的使用意圖。
3.UTAUT中社會影響構面因素,會正向影響使用者對於數位學習系統的使用意圖。
4.UTAUT中有利條件構面因素,會正向影響使用者對於數位學習系統的使用意圖。
5.知覺彈性學習有用性因素會正向影響使用者對於數位學習系統的使用意圖。
本研究同時也發現,其中努力期望與社會影響為主要之影響因素,對於學校或教育相關單位未來建構數位學習系統為有所加強的地方。為提高使用者對於數位學習系統的使用意圖,在數位平台的建構上,必須提供使用者容易操作的界面平台,同時也應該讓使用者了解使用此系統學習的好處,如此一來可擴展使用者對於數位學習平台的認同感,藉此提高對於系統績效期望、有利條件、知覺彈性學習有用性等知覺感受,以提升整體系統效益。再者,本研究以整合性科技接受模型(UTAUT)並加入PIIT、知覺彈型學習有用性,使研究模型更加完整,對於數位學習系統的理論模式之適配度與解釋力,也可供未來相關研究與學者參考及應用。
摘要(英) This study intended to investigate the factors affecting the students’ behavioral intention to use the e-learning system in higher educational institutions. The study integrated the unified theory of acceptance use of technology (UTAUT), two dimensions of PIIT(Personal innovativeness for IT), and Perceived usefulness of flexible learning in an attempt to propose a new hybrid technology acceptance model to investigate the students’ intentions to use the e-learning systems.
Besides, the gender differences were explored to detect the explanatory and predictive power of the UTAUT model. Dates were collected from the 611 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 the data analysis to investigate the causalities among all parameters constructed in the proposed model. The conclusions of this study were summarized as followings: The results of this study were summarized as follows:
1. Performance expectancy of UTAUT positively impacted users’ intention to use the e-learning system. In additions, gender difference was existed.
2. Effort expectancy of UTAUT positively impacted the users’ intention to use the e-learning system.
3. Social influence of UTAUT positively impacted the users’intention to use the e-learning system.
4. Facilitating condition of UTAUT positively impacted the users’ intention to use the e-learning system.
5. Perceived usefulness of flexible learning positively impacted the users’ intention to use the e-learning system.
It was found that both effort expectancy and social influence were the critical factors. Thus, the two factors should be considered when the educators need to develop the e-learning systems in the future.
We should provide an easy to use platform in order to increase the user’s intention to use e-learning system. Meanwhile, we also need to let the users understand the benefits of using e-learning system. By explaining the key factors that affected students’ behavioral intentions, the findings of this research developed the more user-friendly e-learning systems and also provide insight into best way to promote e-learning systems.
關鍵字(中) ★ PIIT
★ 知覺彈性學習有用性
★ UTAUT
★ 高等教育
★ 數位學習
關鍵字(英) ★ e-learning
★ higher education
★ UTAUT
★ PIIT
★ Perceived usefulness of flexible learning
論文目次 摘要.................................................. i
Abstract ..............................................ii
致謝.................................................. iv
目錄....................................................v
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...............................................3
1.3研究目的...............................................5
1.4研究流程...............................................6
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數位學習相關名詞解釋與演進..........................10
2.1.3傳統教學與數位教學..................................13
2.1.4數位學習主要的性質與應用模式........................14
2.2科技接受模型相關理論..................................16
2.2.1理型行為理論(Theory of Reasoned Action,TRA)........17
2.2.2創新擴散理論 (Innovation Diffusion Theory,IDT)...19
2.2.3計畫行為理論(Theory of Planned Behavior,TPB)......21
2.2.4社會認知理論(Social Cognitive Theory,SCT).........22
2.2.5科技接受模式(Technology Acceptance Model,TAM)與TAMII....................................................25
2.2.6個人電腦使用模式(Model of PC Utilization,MPCU)....28
2.2.7動機模型(Motivational Model,MM)....................30
2.2.8 TAM 與TPB 結合模式(Combined TAM and TPB,C-TAM-TPB)....................................................31
2.3整合性科技接受理論(Unified Theory of Acceptance and Use ofTechnology)............................................33
2.3.1整合性科技接受模型(UTAUT)理論架構...................34
2.3.2整合性模型國內外相關應用............................38
2.4其他外生變數..........................................41
2.4.1個人創新(Personal Innovativeness)與PIIT (Personal innovativeness for IT)...................................41
2.4.2知覺彈性學習有用性(Perceived usefulness of flexible learning) ................................................44
第三章 研究方法.........................................47
3.1研究架構與假設........................................47
3.2變數操作性定義與衡量題項 ..............................53
3.3資料收集與問卷設計....................................60
3.4研究分析方法..........................................61
3.5 E化教學園簡介說明....................................64
第四章 資料分析.........................................68
4.1描述性統計分析........................................68
4.2信度分析..............................................74
4.3結構方程模式分析......................................76
4.4研究模型適配度分析....................................98
4.4.1研究假設驗證.......................................104
4.4.2結構方程模式修正...................................106
4.4.3修正後研究模型適配分析.............................111
4.4.4修正後研究假設驗證.................................115
4.5效果分析與內生變數解釋能力...........................117
4.6性別干擾與驗證假設...................................118
第五章 結論與建議 ......................................120
5.1研究假設與驗證結果...................................120
5.2研究結論探討學生對於數位學習系統使用意願的影響因素與建議......................................................124
5.3本研究之研究限制,並對後續研究提出建議...............128
參考文獻................................................130
附錄一..................................................140
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指導教授 李憶萱(Yi-hsuan Lee) 審核日期 2011-1-17
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