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淡江大學機構典藏 > 商管學院 > 資訊管理學系暨研究所 > 學位論文 > Item 987654321/114502

jsp.display-item.identifier=請使用永久網址來引用或連結此文件: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/114502

题名:	以科技接收模式探討行動學習之成效
其它题名:	Applying the technology acceptance model to explore the mobile learning effectiveness
作者:	蔡謦聰;Tsai, Ching-Chung
贡献者:	淡江大學資訊管理學系碩士班劉艾華;Andy, Ay-Hwa Liou
关键词:	行動學習;認知有用性;認知易用性;使用態度;行為意圖;學習成效;Mobile Learning;Perceived Ease of Use;Perceived Usefulness;attitude toward using;Behavioral intention to use;Learning Effectiveness
日期:	2017
上传时间:	2018-08-03 14:54:40 (UTC+8)
摘要:	行動載具日益盛行，除了分享生活上的經歷及情感以外，更可以在不受時間及空間的限制下，以同步或非同步的方式進行學習及知識的獲取。截至2016年7月底前，國內12歲以上使用智慧型手機或平板電腦者已達到1604萬人，約每4人便有3人為行動裝置使用者。既然聚集的如此大量的用戶，想當然也成了數位學習、行動學習的重要工具，而本研究為了解大學生採用行動學習之行為的影響因素，應用問卷來進行實證研究，共取得77分問卷，回收率為100%，以實際參與105學年度「作業系統」之實習課同學作為實驗對象。並且透過 SPSS來分析作業配合文章中「內在認知」以及「使用者態度」和「行為意圖」對於學習有何種影響。由上述的四個構面分別設立了認知易用性、認知有用性以及使用者態度和行為意圖所構成的6項假說，希望藉由此項研究了解新型態的學習方式是否確實有效。調查所得之資料則以信度分析、因素分析、迴歸分析及 t檢定、變異數分析、相關性分析等統計方法來進行分析。根據研究結果顯示，就該班而言，個人背景變項對於「認知有用性」、「認知易用性」皆具有顯著差異且學習成效確實具有影響性；「認知易用性」會正向影響其「認知有用性」且學習成效確實具有影響性；「認知有用性」會正向影響其「使用者態度」，且學習成效確實具有影響性；「認知易用性」會正向影響其「使用者態度」，且學習成效確實具有影響性；「認知易用性」會正向影響其「使用者態度」，且學習成效確實具有影響性；「使用者態度」會正向影響其「行為意圖」，且學習成效確實具有影響性。若教學者能利用行動通訊軟體營造多元的學習環境，並且和學生有良好的互動關係，相信可以使學生的學習態度更加積極 As mobile devices take command of our everyday lives, social networks have also been on the rise. Social interaction, acquiring and sharing of information, can be easily achieved effortlessly with the innumerable applications connected to the social web. At the end of July in 2016, domestic smartphone usage of users 12 and up have reached 16.04 million, with a staggering 3 out of 4 people have some sort of smart mobile device on hand. Within the enormous amount of smartphone users and aside from social networks, a large portion has become a digital center for learning; hence, the primary focus of this research was to understand how mobile learning affects college students. Questionnaires were handed out to students in a class “Operating Systems”, a total of seventy-seven questionnaires were returned. To understand the impact of mobile learning, SPSS was used to analyze the impact of "Perceived usefulness", "Perceived usability", "Behavioral intention to use", and "Attitude toward using" from each questionnaire. A total of six hypotheses were set up from the four facets described above, hoping to explain and understand how much of this type of learning is really effective. The data obtained from the survey were analyzed by statistical analysis, factor analysis, regression analysis and t test, variance analysis, correlation analysis, and other statistical methods. According to the results of this study, conclusions have been made for each of the six hypotheses. The "Perceived usefulness" and "Perceived usability" on this style of learning is significantly impacted by the student’s personal background and will impact the effectiveness of learning; "Perceived usability" will positively affect the "Perceived usefulness" on this style of learning and will impact the effectiveness of learning; “Perceived usefulness" will positively affect the "Attitude toward using" on this style of learning and will impact the effectiveness of learning; "Perceived usability" will positively affect the “Attitude toward using" on this style of learning; "Attitude toward using" will positively affect its “Behavioral intention to use" on this style of learning and will impact the effectiveness of learning. With these results, mobile learning can significantly boost the effectiveness of learning. By creating more diverse digital learning ecosystems and student interactions, learning digitally will be a huge benefit toward the future and maintaining a positive attitude towards learning.
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