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系統識別號 U0002-1706200809462700
中文論文名稱 以整合科技接受模式探討網路學習工具之使用-以WebCT為例
英文論文名稱 An Empirical Examination of the Web-based Learning Systems using UTAUT ─ A Case of WebCT Learning Platform
校院名稱 淡江大學
系所名稱(中) 資訊管理學系碩士班
系所名稱(英) Department of Information Management
學年度 96
學期 2
出版年 97
研究生中文姓名 葉仲達
研究生英文姓名 Chung-Ta Yeh
學號 695630797
學位類別 碩士
語文別 中文
口試日期 2008-05-24
論文頁數 70頁
口試委員 指導教授-吳錦波
委員-林東清
委員-徐煥智
委員-金力鵬
中文關鍵字 UTAUT  TAM  Web-based learning system  WebCT 
英文關鍵字 UTAUT  TAM  Web-based learning system  WebCT 
學科別分類 學科別社會科學管理學
學科別社會科學資訊科學
中文摘要 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。
英文摘要 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.
論文目次 目錄
第一章、緒論................................................................................................................1
第一節、研究背景與動機....................................................................................1
第二節、研究目的................................................................................................2
第三節、研究範圍................................................................................................2
第四節、論文架構與研究流程............................................................................2
第貳章、文獻探討........................................................................................................5
第一節、數位學習(e-Learning)...........................................................................5
2-1-1、對於教學與商業的影響...................................................................8
2-1-2、數位學習系統演化...........................................................................9
2-1-3、數位學習研究議題.........................................................................11
2-1-4、網路學習工具之使用動機相關研究.............................................13
第二節、整合科技接受模式(Unified Theory of Acceptance and Use of Technology,UTAUT).....................................................................................17
2-2-1、合理性行為理論.............................................................................17
2-2-2、科技接受模式.................................................................................18
2-2-3、動機模式.........................................................................................19
2-2-4、計畫行為理論.................................................................................20
2-2-5、TAM 與TPB 結合模式.................................................................21
2-2-6、PC 使用模式..................................................................................21
2-2-7、創新擴散理論.................................................................................22
2-2-8、社會認知理論.................................................................................23
2-2-9整合科技模式架構............................................................................25
第參章、研究方法......................................................................................................29
第一節、研究架構..............................................................................................29
第二節、操作變數定義......................................................................................30
第三節、研究假說..............................................................................................34
第四節、樣本選擇與問卷進行方式..................................................................37
3-4-1、問卷測試.........................................................................................37
3-4-2、樣本選擇與使用工具.....................................................................38
第五節、資料分析方法與工具..........................................................................40
第肆章、資料分析與討論..........................................................................................43
第一節、敘述性統計分析..................................................................................43
第二節、信效度分析..........................................................................................45
第三節、相關分析..............................................................................................47
第四節、假說驗證..............................................................................................48
第五節、假說驗證結果......................................................................................55
第伍章、結論與建議..................................................................................................59
第一節、研究結論與發現..................................................................................59
第二節、未來研究建議......................................................................................62
第三節、研究限制..............................................................................................63
參考文獻......................................................................................................................64
附錄一、正式問卷......................................................................................................69
圖目錄
《圖1-1》本研究流程................................................4
《圖2-1》TRA......................................................18
《圖2-2》TAM......................................................18
《圖2-3》TAM2.....................................................19
《圖2-4》TPB......................................................20
《圖2-5》C-TAM-TPB................................................21
《圖2-6》MPCU.....................................................22
《圖2-7》社會認知理論架構.........................................23
《圖2-8》科技接受之社會認知理論應用模式...........................24
《圖2-9》整合科技接受模式.........................................26
《圖3-1》本研究架構...............................................29
《圖4-1》驗證路徑.................................................50
表目錄
《表2-1》數位學習定義..............................................6
《表2-2》數位學習市場區隔..........................................9
《表2-3》影響使用意圖與行為之相關因素與理論.......................16
《表2-4》整合科技模式各構面引用理論及參考文獻.....................27
《表2-5》各干擾變數對不同構面有效影響.............................28
《表3-1》本研究操作定義及引用問卷.................................33
《表3-2》前測KMO量表..............................................37
《表3-3》轉軸後的成份矩陣與信度值.................................38
《表4-1》樣本分佈資料統計表.......................................44
《表4-2》KMO量表..................................................45
《表4-3》轉軸後的成份矩陣與信度分析...............................46
《表4-4》績效期望、努力期望、社會影響與行為意圖相關係數...........47
《表4-5》行為意圖、促成因素與實際行為相關係數.....................47
《表4-6》各因素對使用意圖之多元迴歸分析...........................49
《表4-7》努力期望對績效期望之迴歸分析.............................49
《表4-8》行為意圖、促成因素對實際行為之多元迴歸分析...............50
《表4-9》 不同性別對各構面之差異性分析表..........................51
《表4-10》 不同性別與三個外部變數對行為意圖之迴歸分析.............51
《表4-11》 不同性別與促成因素對實際行為之迴歸分析.................52
《表4-12》不同年齡對各構面之差異性分析表..........................52
《表4-13》 不同年齡與三個外部變數對行為意圖之迴歸分析。...........53
《表4-14》不同年齡與促成因素對實際行為之迴歸分析..................53
《表4-15》不同經驗層對各構面之差異性分析表........................54
《表4-16》不同經驗層與三個外部變數對行為意圖之迴歸分析............54
《表4-17》不同經驗層與促成因素對實際行為之迴歸分析................54
《表4-18》自願性對社會影響之差異性分析表..........................55
《表4-19》自願性與社會影響變數對使用意圖之迴歸分析................55
《表4-20》研究假說驗證結果........................................58
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