探討臺灣高中、高職學生對於行動學習的社會影響、知識分享與科技接受度之影響模式分析

FACTORS INFLUENCING TAIWAN HIGH SCHOOL STUDENTS' MOBILE LEARNING ATTITUDES FROM THE PERSPECTIVES OF SOCIAL INFLUENCE, KNOWLEDGE SHARING AND TECHNOLOGY ACCEPTANCE

李佩真(Pei-Tseng Lee) ； 朱蕙君(Hui-Chun Chu)

《國立臺灣科技大學人文社會學報》 15卷1期 (2019/03) Pp. 57-80

摘要

近年來，由於行動科技與網際網路的迅速發展，帶動了行動與無所不在學習的學習模式。許多學者也指出使用行動學習的方式，可提升學生的學習成就、學習動機和學習興趣。在行動學習盛行的時代，本研究的目的在於了解台灣高中職學生在教育部推動行動學習時，對使用行動學習的接受模式。分別就社會影響三個面向、知識分享五個面向與科技接受度三面向探討，瞭解影響學生的行動學習態度和行為意圖。從2016學年度第一學期針對執行行動學習計畫的學校，蒐集高一學生739份問卷，有效樣本563份，進行探索性因素分析與迴歸路徑分析。研究結果發現，影響學生使用行動學習的態度因子中，社會影響層面的「規範識別」影響最深，其次則為「利他主義」和「易用有趣性」。同時，「規範識別」也直接影響科技接受度的「易用有趣性」及「知覺有用性」。較特別的是，「聲望信任」影響科技接受度的「易用有趣性」。此外，將行動學習策略分為深層與淺層方向來探討，發現對於使用淺層行動學習策略的學生而言，「知覺有用性」影響其「行動學習態度」。對於使用深層行動學習策略的學生，「公眾形象」、「利他主義」與「聲望信任」顯著影響「知覺有用性」，且「公眾形象」影響「易用有趣性」。最後研究結果也發現，高中生認為，「公眾形象」顯著影響「知覺有用」及「易用有趣」、行動學習態度。高職生認為，「知覺有用」影響行動學習態度，「利他主義」影響「易用有趣性」、行動學習態度。本研究結果可區分高中與高職學生使用行動學習的態度之影響因子差異，並提供後續研究參考。

關鍵字

行動學習 ； 高中職行動學習計畫 ； 科技接受模式 ； 知識分享 ； 社會影響

並列摘要

The rapid development of mobile technology and wireless communication has led to an innovative learning strategy named mobile learning. Researchers have indicated that well-designed mobile learning strategies effectively enhance students' learning achievement, learning motivation, and interest. The purpose of this study is to analyze students' psychological feelings based on the technology acceptance model of the usage of mobile learning, altruism, expected reciprocal benefits, and the reputation of students while they are experiencing mobile learning activities. A total of 739 questionnaires were collected in a large-scale mobile learning project led by the Ministry of Education in Taiwan in 2016, of which 536 were valid. After exploratory factor analysis and path analysis, possible factors that are likely to enhance learning attitudes and intentions to use mobile learning were analyzed, including the factors of the ＂technology acceptance model,＂ ＂knowledge sharing,＂ and ＂social influence.＂ The findings showed that ＂normative identification＂ appears to be the first significant impact, followed by the factors of ＂altruism＂ and ＂easy-use enjoyment＂ Among the factors that influence attitudes towards mobile learning, ＂normative identification＂ affects the ＂easy-use enjoyment＂ and the ＂perceived usefulness＂ of technology. More specifically, ＂reputation trust＂ also affects ＂easy-use enjoyment.＂ Moreover, students who experienced shallow (radical) m-learning strategies revealed that ＂perceived usefulness＂ impacted their ＂attitude＂ toward mobile learning. Students who experienced deep (high-level) m-learning strategies indicated that ＂public image,＂ ＂altruism,＂ and ＂reputation trust＂ significantly affected ＂perceived usefulness.＂ It can be inferred that most of the high school students intended to establish a good public image in their peer social groups.

並列關鍵字

m-learning ； technology acceptance model ； social influence ； knowledge sharing

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