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系統識別號 U0002-1407201921101700
中文論文名稱 學習管理平台功能對於大專生接受度之影響
英文論文名稱 The impact of LMS’s functions on the acceptance of college students
校院名稱 淡江大學
系所名稱(中) 教育科技學系碩士班
系所名稱(英) Department of Educational Technology
學年度 107
學期 2
出版年 108
研究生中文姓名 彭嘉祈
研究生英文姓名 Chia-Chi Peng
學號 606730173
學位類別 碩士
語文別 中文
口試日期 2019-06-17
論文頁數 49頁
口試委員 指導教授-鍾志鴻
委員-沈俊毅
委員-卓美秀
中文關鍵字 功能  學習管理系統  偏最小平方結構方程式模組  整合科技接受理論  收受度 
英文關鍵字 Function  LMS  PLS-SEM  UTAUT  acceptance 
學科別分類 學科別社會科學教育學
中文摘要 LMS能夠讓教師的教學活動和學生學習過程更加靈活運用以及彈性。然而,LMS的設計受到了新的挑戰,不同的學生可能有對於LMS不同的感官以及需求。此外這些對於LMS不同的看法和評價,可能會帶來學習上的阻礙,進而減少學生的學習表現。因此對於LMS的設計和以及課程的實施將會是教育機構或是企業的一大挑戰。本研究的結果也能夠幫助教案設計以及人機介面上需要考量哪些主要因素,進而發展與設計使用性高的資訊系統,對於網路課程設計。
英文摘要 LMS enables teachers to be more flexible in their teaching activities and student learning processes. However, the design of the LMS has been challenged because different students may have different senses and needs for the LMS. Besides, these different views of LMS may lead to reducing students' learning performance. Therefore, the design of the LMS and the implementation of the course will be a significant challenge for educational institutions or enterprises. The results of this study can also help to understand the main factors that need to be considered in the human-machine interface and develop and design a highly usable information system for online course design.
論文目次 圖目錄…………………………………………………………………………………ⅳ
表目錄…………………………………………………………………………………ⅴ
第一章 緒論…………………………………………………………………1
第一節 研究背景與動機…………………………………………1
第二節 研究目的與待答問題………………………………3
第三節 名詞釋義………………………………………………………4
第四節 研究範圍與研究限制………………………………5
第二章 文獻探討………………………………………………………6
第一節 學習管理系統………………………………………………6
第二節 整合科技接受度…………………………………………12
第三章 研究設計………………………………………………………14
第一節 研究方法………………………………………………………14
第二節 研究工具………………………………………………………15
第三節 研究架構………………………………………………………16
第四節 資料處理與分析…………………………………………17
第四章 資料分析………………………………………………………19
第一節 樣本描述性統計…………………………………………19
第二節 探索性因素分析…………………………………………27
第三節 PLS-SEM分析………………………………………………31
第五章 研究結論與建議…………………………………………36
第一節 研究結論………………………………………………………37
第二節 研究建議………………………………………………………38
參考文獻……………………………………………………………………………39
一、 中文部分………………………………………………………39
二、 外文部分………………………………………………………40
附錄一 iClass教學平臺導入調查問卷………………46

圖目錄
圖2-2-1 整合科技接受理論(UTAUT)架構………………………………… 12
圖2-2-1 學習滿意度模式………………………………………………… 13
圖3-2-1 研究架構圖……………………………………………………… 16
圖4-2-1 因素萃取陡坡圖………………………………………………… 28
圖4-3-1 全部樣本PLS路徑分析結果…………………………………… 31
圖4-3-2 重要績效分析…………………………………………………… 35

表目錄
表3-4-1 偏最小平方化結構方程式模組適配性檢核表………………… 18
表4-1-1 樣本交叉列表(系所性別)…………………………………… 21
表4-1-2 樣本交叉列表(系所年級)…………………………………… 24
表4-2-1 可靠性統計資料………………………………………………… 27
表4-2-2 KMO 與 Bartlett 檢定………………………………………… 27
表4-2-3 轉軸後因數矩陣表……………………………………………… 28
表4-3-1 各構面之α值、CR值、AVE值整理表……………………… 32
表4-3-2 區別效度Fornell-Larcker Criterion結果……………………… 33

參考文獻 一、 中文部分
李春雄。(2013)。圖解數位學習: 理論與實務,滄海。

陳年興,魏春旺,黃盟升,林俊成。(2008)。混成同步學習環境中之即時互動現象。理工研究學報,42(1),59-72。

張玉山,陳思貽。(2012)。站在雲端看教學-雲端科技在教學上的應用。中等教育,63(3),170-180。

湯志民。(2012)。雲端科技與未來教室。教育研究月刊。40-56。

楊心怡,吳佳蓉。(2012)。合作學習輔以電子書包在國小四年級國語文之研究。教學科技與媒體,61-78。

楊心怡,劉遠楨。(2012)。創新學習: 資訊科技的應用與實踐。教學科技與媒體,36-41。

謝佩璿。(2012)。教育雲端發展現況與挑戰。

二、 外文部分
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Ain, N., Kaur, K., & Waheed, M. (2016). The influence of learning value on learning management system use: An extension of UTAUT2. Information Development, 32(5), 1306–1321.
Bagozzi, R., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(1), 74–94.

Cerezo, R., Sánchez-Santillán, M., Paule-Ruiz, M. P., & Núñez, J. C. (2016). Students’ LMS interaction patterns and their relationship with achievement: A case study in higher education. Computers and Education, 96, 42–54. doi:10.1016/j.compedu.2016.02.006

Cheok, M. L., & Wong, S. L. (2015). Predictors of e-learning satisfaction in teaching and learning for school teachers: A literature review. International Journal of Instruction, 8(1), 75–90.

Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8.

Gitau, M., & Omwenga, E. I. (2016). Application of the UTAUT Model to Understand Factors Influencing the use of Web 2.0 Tools in e-learning in Kenyan Public Universities. Journal of Emerging Trends in Computing and Information Sciences, 7(4).

Hair, J. F. Jr., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2014). A primer on partial least squares structural equation modeling (PLS-SEM). Long Range Planning (Vol. 46). doi:10.1016/j.lrp.2013.01.002

Hamari, J., & Koivisto, J. (2015). Why do people use gamification services? International Journal of Information Management, 35(4), 419. JOUR. doi:10.1016/j.ijinfomgt.2015.04.006

Kai, S., Andres, J. M. L., Paquette, L., Baker, R. S., Molnar, K., Watkins, H., et al. (2017). Predicting student retention from behavior in an online orientation course. In 10th International conference on education data mining Google Scholar.

Kibaru, F., & Dickson-Deane, C. (2010). Model for training usability evaluators of e-learning. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 517–522).
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Lai, G., Hill, V., & Ma, Y. (2015). Clickers in the classroom: A business professor’s adoption of a classroom response system. International Journal of Innovation and Learning, 18(4), 451-470. doi:10.1504/IJIL.2015.072458

Lin, P. C., Lu, H. K., & Liu, S. C. (2013). Towards an education behavioral intention model for e-learning systems: An extension of UTAUT. Journal of Theoretical and Applied Information Technology, 47(3), 1200-1207.

López, B., Pérez, F., Ma, A., León, F., Varo, F., Esther, M., et al. (2017). Using interactive response systems in Economics : Utility and factors influencing students ’ attitudes. Multidisciplinary Journal for Education, Social and Technological Sciences, 4, 16–36.

Malikowski, S. R., Thompson, M. E., & Theis, J. G. (2007). A model for research into course management systems: Bridging technology and learning theory. Journal of Educational Computing Research, 36(2), 149-173.

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Mohammadyari, S., & Singh, H. (2015a). Understanding the effect of e-learning on individual performance: The role of digital literacy. Computers and Education, 82, 11-25. doi:10.1016/j.compedu.2014.10.025

Mohammadyari, S., & Singh, H. (2015b). Understanding the effect of e-learning on individual performance: The role of digital literacy. Computers and Education, 82, 11-25. doi:10.1016/j.compedu.2014.10.025

Moré, R. P. O., Moritz, G. de O., Pereira, M. F., & de Melo, P. A. (2010). Management model for distance learning: The student monitoring system, 7(2), 104.

Muijs, D. (2011). Doing quantitative research in education with SPSS (2nd ed.). Sage Publications Inc.

Ringle, C. M., Sarstedt, M., & Straub, D. (2012). A critical look at the use of PLS-SEM in MIS Quarterly. MIS Quarterly (MISQ), 36(1), iii-xiv. doi:10.3200/JOEB.79.4.213-216

Ros, S., Hernández, R., Caminero, A., Robles, A., Barbero, I., Maciá, A., et al. (2015). On the use of extended TAM to assess students’ acceptance and intent to use third-generation learning management systems. British Journal of Educational Technology, 46(6), 1250–1271.

Tan, P. J. B. (2013). Applying the UTAUT to understand factors affecting the use of English e-learning websites in Taiwan. SAGE Open, 3(4), 215824401350383. doi:10.1177/2158244013503837

Unal, Z., & Unal, A. (2014). Investigating and comparing user experiences of course management systems: BlackBoard vs. Moodle. Journal of Interactive Learning Research, 25(1), 101–123.

Venkatesh, V., Morris, M. M. G., Davis, G. G. B., & Davis, F. D. F. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478.

Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers and Education, 55(1), 155–164. doi:10.1016/j.compedu.2009.12.012

Yildirim, O. C., Erdogan, T., & Cigdem, H. (2017). the investigation of the usability of web-based assignment system. Journal of Theory and Practice in Education, 13(1), 1-9.
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