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    Title: 教學平臺使用效能對於大學生網路學習成效之影響研究
    Other Titles: A research on the effect of usability of learning management system on college student’s web-based learning
    Authors: 黃詩惠;Huang, Shih-Hui
    Contributors: 淡江大學教育科技學系碩士班
    沈俊毅;Chun-Yi,Shen
    Keywords: 使用效能;教學平台;學習成效;Usability;Learning Management System;Learning Effectiveness
    Date: 2011
    Issue Date: 2011-12-28 17:25:31 (UTC+8)
    Abstract: 由於資訊科技的快速發展,在龐大的全球資訊網絡環境之下,網路學習因打破時空藩籬彈性的學習方式,成為現代學習方式的主流,各大學為建置完善的網路學習環境,教學平台順應成為不可或缺的媒介。然而,隨著學習方式的改變,除了強化平台功能,更應訴求以使用者為中心的「使用效能」,根據國際化標準組織對於使用效能的定義為:在特定的使用範圍內,使用者能夠有效能、有效率並感到滿足的使用產品,達到特定目標。本研究整合相關文獻,將使用效能影響因素分為:系統表徵、課程管理、彈性與使用者控制、使用者支援、效率、認知支援六個面向加以探討與網路學習學習成效之間的相互影響關係。本研究以有網路學習經驗的大學部學生為研究對象,隨機抽樣120位學習者,在進行教學平台課程結束後,發以教學平台使用效能與學習成效問卷,讓學習者自我評估填答。
    研究結果顯示:系統表徵、課程管理、彈性與使用者控制、使用者支援、效率、認知支援與學習成效具有顯著的相關性;其中依序以系統表徵、認知支援、效率相關性較高。在迴歸分析部分,整體而言,本研究之使用效能影響因素對於學習成效具有顯著的預測力,其中以系統表徵及效率對於學習成效具有高度的影響力。因此,教學平台內容編輯的方式更有組織性、邏輯性,項目擺放位置與操作方式一致、畫面呈現舒適且美觀,並且可以有效率、快速的達到目的,學習者的網路學習學習成效也會越高。
    As a result of the rapid development of the informative technology and less time and location limited, web-based learning becomes the main learning style of the era. With this significant change in learning style, most of the universities are in need of learning management systems for building up appropriate environment for web-based learning. Therefore, in addition to enhance the functions of the product, the focus of the learning management system should be on usability. The definition of usability from ISO Organization is “which a product can be used by specific users to achieve specified goals with effectiveness, efficiency and satisfaction in specified context of use.” This study integrates related studies of usability reference. Furthermore, how the six aspects derived from the reference (system features, program management, flexibility and user control, user support, effectiveness, and cognitive support) effect learning effectiveness is discussed. In this study, questionnaires about usability, learning satisfaction, and self-perceptive learning achievement will be filled out by 120 undergraduate students with experience of web-based learning.
    The result shows a significant correlation between those six aspects mentioned above and learning effectiveness. Among others, system features, cognitive support, and effectiveness have more influence to learning effectiveness. From the regression analysis, the same result is shown. Those aspects have a strong predictability towards learning effectiveness, especially system features and effectiveness.
    In conclusion, the learner can achieve better learning effectiveness by fulfilling their needs faster and more effectively, contents that are organized logically, the way the items are used and located is consistent, and the presentation is artistic and pleasing to the eyes.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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