- 學位論文
中高齡者之基本心理需求與參與線上代間課程意願：科技接受度之中介效果
Basic psychological needs of middle-aged and older people and willingness to participate in online intergenerational courses: the mediation effect of technology acceptance
摘要
近年來，由於科技進步加上高齡化社會，也因疫情緣故加速推動線上代間課程此類新興的教學模式發展。然而從過去的研究中卻發現，中高齡者對於科技接受度往往不高，且對不同世代間的連結較低，研究者觀察出如果中高齡者的基本心理需求能被滿足後，像是自主性及能力性提升或與他人的連結性提升，皆有助於提升參與線上代間課程意願。為瞭解中間的機制，研究者認為當基本心理需求被滿足，中高齡者會認為數位科技較簡單，且較願意使用並且覺得是有趣的，最終能提升參與線上代間課程的意願。因此本研究目的為透過基本心理需求滿足（自主性需求滿足、能力性需求滿足以及連結性需求滿足）來探討中高齡者的線上代間課程學習意願，並且以科技接受度（知覺有用性、知覺易用性以及知覺娛樂性）為中介變項。 研究工具以Deci and Ryan(2000)之基本心理需求滿足量表測量受試者的自主性需求滿足、能力性需求滿足以及連結性需求滿足、以周君倚、陸洛（2014）及詹喻翎（2018）之知覺有用性與知覺易用性量表測量受試者的知覺有用性及知覺易用性，以及宋雅雯（2012）及歐勁麟（2012）之知覺娛樂性量表測量受試者的知覺娛樂性，以及以詹喻翎（2018）之參與意願量表測量受試者的參與線上代間課程意願。本研究以簡單迴歸與結構方程模型檢驗科技接受度（知覺有用性、知覺易用性以及知覺娛樂性）在基本心理需求滿足（自主性需求滿足、能力性需求滿足以及連結性需求滿足）與參與線上代間課程間關聯的中介效果。 本研究的預試問卷與正式問卷皆以臺灣地區之45歲以上的中高齡者為調查對象，且採用網路問卷調查法，透過便利取樣方式進行各研究變項調查。預試施測階段有效研究樣本數有110人，生理女性共67人(60.9%)，生理男性共43人(39.1%)。平均年齡為54.33歲，標準差為7.41歲，年齡區間位於45歲到76歲。正式施測階段有效研究樣本數有315人，生理女性共214人(67.9%)，生理男性共101人(32.1%)。平均年齡為58.61歲，標準差為9.448歲，年齡區間位於45歲到86歲。本研究透過描述性統計分析、信效度分析、簡單迴歸分析、結構方程模式(Structural Equation Modeling，SEM)等分析方式驗證本研究假設。根據分析結果，本研究發現基本心理需求滿足的提升確實能夠透過科技接受度此中介變項對中高齡者參與線上代間課程意願有所提升，而基本心理需求中又以自主性需求滿足更能使中高齡者更願意使用數位科技，也同時認為數位科技是容易使用也具有娛樂性的，盡而導致中高齡者參與線上代間課程的意願能夠有所提升，藉此研究結果可以提供未來欲探討中高齡者數位學習主題的研究，並可做為未來線上代間課程設計之參考依據。
並列摘要
In recent years, due to technological progress and aging society, the development of emerging teaching models such as online intergenerational courses has also been accelerated owing to the covid-19. However, it has been found that the acceptance of technology by middle-aged and elderly is often not high from past studies, and the connection between different generations is low. The researchers observed that if the basic psychological needs of middle-aged and elderly can be satisfied, Improvements in autonomy and competence or relatedness with others can help to increase willingness to participate in online intergenerational programs. In order to understand the mechanism of both. The researchers consider that when basic psychological needs are satisfied, middle-aged and elderly will think that digital technology is simple,they will have more willing to use and find it is interesting.Ultimately,it can increase their willingness to participate in online intergenerational programs. Therefore, the purpose of this study is to explore the willingness of middle-aged and elderly learning online intergenerational programs through the satisfaction of basic psychological needs (Autonomy, Competence, and Relatedness), and to mediate the acceptance of science and technology (Perceived usefulness, Perceived Ease of Use and Perceived Playfulness). The research tool measure subjects' autonomy satisfaction, ability satisfaction, and relatedness satisfaction on the Deci and Ryan (2000) Basic Psychological Needs Satisfaction Scale. 周君倚、陸洛（2014） and詹喻翎（2018）Perceptual Usefulness and Perceptual Ease of Use Scale measure the perceptual usefulness and perceptual ease of use of subjects, as well as宋雅雯 （2012）and歐勁麟（2012）. The Perceptual Recreation Scale measures participants' perceptual entertainment, and詹喻翎（2018）Willingness to Participate scale measures participants' willingness to participate in online intergenerational programs. In this study, we aim to use the structural equation model to test the acceptance of technology (Perceived usefulness, Perceived Ease of Use and Perceived Playfulness) in the satisfaction of basic psychological needs (Autonomy, Competence, and Relatedness). The effect of intermediaries involved in the intergenerational associations. The pilot and formal questionnaires of this study targeted middle-aged and older adults aged 45 and above in Taiwan, using an online survey method and convenience sampling to investigate various research variables. In the pilot phase, the valid sample size was 110, with 67 females (60.9%) and 43 males (39.1%). The average age was 54.33 years, with a standard deviation of 7.41 years, and the age range was from 45 to 76 years. In the formal phase, the valid sample size was 315, consisting of 214 females (67.9%) and 101 males (32.1%). The average age was 58.61 years, with a standard deviation of 9.448 years, and the age range was from 45 to 86 years. The study utilized descriptive statistical analysis, reliability and validity analysis, simple regression analysis, and Structural Equation Modeling (SEM) to test the research hypotheses. According to the analysis results, the study found that an improvement in the satisfaction of basic psychological needs could enhance middle-aged and older adults' willingness to participate in online intergenerational courses through the mediation of technology acceptance. Among the basic psychological needs, the satisfaction of autonomy was found to be more influential in making middle-aged and older adults more willing to use digital technology. These individuals also perceived digital technology as easy to use and entertaining, which, in turn, increased their willingness to participate in online intergenerational courses. The results of this study can provide insights for future research on digital learning for middle-aged and older adults and can serve as a reference for the design of future online intergenerational courses.