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    Title: 以整合科技接受模式探討網路學習工具之使用-以WebCT為例
    Other Titles: An empirical examination of the web-based learning systems using utaut ─ a case of webct learning platform
    Authors: 葉仲達;Yeh, Chung-ta
    Contributors: 淡江大學資訊管理學系碩士班
    吳錦波;Wu, Jiin-po
    Keywords: UTAUT;TAM;Web-based learning system;WebCT
    Date: 2008
    Issue Date: 2010-01-11 05:00:48 (UTC+8)
    Abstract: 由於網際科技發達,以及人們期待運用資訊科技,協助進行學習,使得數位學習快速散佈於學習環境,改變行之已久的教育方式;數位學習隨著科技演變,在各階段下,有著不同類型的定義與學習管理系統,時至今日以網路學習工具為主要的學習管理系統。

    在數位學習的研究領域,包含許多議題,如:教學方法、資訊處理…等,其中以使用動機的探討影響最為深遠,因為唯有實際使用行為產生,才能有效評估資訊科技產生的效益,因此在推動數位學習上,影響學生使用網路學習工具的因素,將決定數位學習實施成效。

    回顧過去探討數位學習使用動機的研究,發現多數是以個人意圖為出發,探究影響使用的因素;影響資訊科技使用的原因,除了個人意圖外,包含社會影響過程與外在促成因素。本研究以整合科技接受模式探討促成學生使用網路學習工具的因素,透過文獻收集與整理,採用問卷方式對三個班級學生進行檢測發放,回收樣本150份,並且剔除9份無效樣本,有效樣本共141份。

    研究結果發現,學生使用網路學習工具是受到行為意圖影響,刺激行為意圖的因素為績效期望與社會影響,以績效期望影響較為顯著;績效期望則受到努力期望正向影響;各採用因素受不同干擾變數差異造成影響,干擾變數包含性別、年齡,資訊科技使用經驗與使用系統自願性。
    With the advanced Internet technology and people’s enthusiasm to employ information technology to assist in learning, e-learning has rapidly spread in the learning environment, thus changed the long way of traditional education. As e-learning has changed along with the Internet technology, there exist different types of definition of e-learning and learning management systems at various stages. Nowadays the Internet has become the primary tool for learning management system.

    In the e-learning field of research, there are many interest topics, such as: teaching methods, information processing…etc. Among them, the investigation of the motivation to use e-learning has the far-reaching impact, because the benefits of information technology can only be assessed from actual use. Thus, in promoting e-learning, the factors that influence the student’s employment of Internet learning tools will determine the effectiveness of e-learning implementation.

    In reviewing the past e-learning motivational research, it is found that most research focused on individual intent that will affect the use of information technology. In addition to individual intent, researchers also included the social influence and facilitating conditions. This research applied the Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate the factors that influence the student’s use of Internet learning tools. Through the literature collection and organizing, a questionnaire then was employed to test three classes of students. A total of 150 questionnaires were returned. Nine invalid was eliminated and 141 was used in the analysis.

    The research results showed that using the Internet learning tool was affected by user’s intention, it was, in turn, stimulated by performance expectancy and social influence. The effect of performance expectancy is more significant than that of social influence. And the performance expectancy is affected by the effort expectancy positively. Finally, the impact factors were also mediated by such variables as gender, age, experience, and voluntariness.
    Appears in Collections:[資訊管理學系暨研究所] 學位論文

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