高職學生對電子書數位學習的認知性與接受性之研究─以台北市某公、私立高職學校為例

電子書產業與全球網際網路並行發展之際，資訊之取得與閱讀模式逐漸改變，在電子書不斷出新下，若事先掌握電子書的學習效果及接受意願，即可藉此知道該如何設計優良的電子書，以增進學習效率及尋求新的應用模式。本研究對象以台北市某公、私立高職學生為例（以下簡稱高職學生），利用文獻分析法與學生問卷調查等方式進行研究，目的在調查與分析學生對電子書的認知性及接受性，期能增加電子書之教育價值。綜合整理研究結果顯示：一、高職學生使用電子書之整體認知性為「中等程度」，其中對「電子書使用相關經驗」認知性最高，對「電子閱讀器數位內容功能與特色」認知性最低。二、高職學生使用電子書之整體接受性為「中上程度」其中，對「電子書實用功能性」接受性最高，對「消費者創新性與購買意願」接受性最低。三、高職學生對電子書之認知性，在性別背景因素有所差異，男性學生認知性高於女性學生，其餘年級、學校屬性、每週使用電腦時數與每月使用行動裝置閱讀數位內容的頻率等背景變項皆無顯著差異。四、高職學生對電子書之接受性，在性別背景因素有所差異，女性學生接受性高於男性學生，其餘年級、學校屬性、每週使用電腦時數與每月使用行動裝置閱讀數位內容的頻率等背景變項皆無顯著差異。五、高認知性組別的高職學生對電子書之整體接受性，以電子書實用功能性接受性最高；低認知性組別的高職學生對電子書之整體接受性，以閱讀習慣與環境影響接受性最高。

關鍵字

電子書；數位學習；認知性；接受性

並列摘要

E-book industry has been developed parallel with the Internet. Acquisition of information and reading behavior have also been changed. If the effects of learning by e-book and its acceptance by the students can be understood in advance, they can be used to improve e-book designs, enhance learning efficiency, and seek new applications.This study focuses on public and private vocational high school students. By analyzing literatures and student's questionnaires, the degree of students' using e-book and the acceptance of e-book are understood, which can then be applied to increase the educational value of e-book. The results of the study are summarized below:(i)The public and private vocational high school students' cognitive level of using e-books is intermediate. Among the cognitions, ”the e-book using experience” is the one in majority, and ”the functions and the characters of the e-book” are those in minority.(ii) The public and private vocational high school students' cognitive level of using e-books is high intermediate. Among the cognitions, ”the practical functions of the e-book” is the one in majority, and ”consumers' innovation and their wills of purchase” are those in minority.(iii) There are some differences in gender in the cognition of the e-books. The male students' cognition degree is higher than females'. Otherwise, there are no significant differences in cognition of the e-book in the frequency of using computers per week, the frequency of e-learning by using mobile devices per month, and the different grades of the students.(iv) There are some differences in gender in the acceptance of the e-books. The female students' acceptance degree is higher than the males'. Otherwise, there are no significant differences in acceptance of the e-book in the frequency of using computers per week, the frequency of e-learning by using mobile devices per month, and the different grades of the students.(v) The students who have low cognition of the e-book are most impacted by reading habits and environmental impacts. The students who have high cognition are most impacted by the practical functions of the e-book.