整合兩階段認知改變模型探討數位學習系統滿意度之研究

Understanding E-Learning System Satisfaction: A Two-Stage Model of Cognition Change

范懿文 ； 王文秀

《資訊與管理科學》 5卷1期 (2012/06) Pp. 93-112

https://doi.org/10.30136/ZXYGLKX.201206.0005

摘要

本研究透過整合兩階段認知改變模型、期望確認理論與學習氣候之觀點，探討影響數位學習系統滿意度之因素與其演變，研究對象為使用數位學習系統之大學學生，調查問卷分系統使用前（t1）、使用後（t2）兩階段發放，以了解使用者系統採用前後兩階段因素之變化。統計方法採結構化方程模式，並以SPSS與SmartPLS2.0作為主要統計分析工具。本研究所提出的13項假說，其中有11項假說獲得正向且顯著的支持，分析結果顯示系統使用前期望會受到態度（t1）、形象之影響；確認會受到績效之影響；滿意度會受到確認、績效、學習氣候之影響；知覺有用（t2）會受到知覺有用（t1）之影響；態度（t2）會受到態度（t1）之影響；持續使用意願會受到滿意度之影響。由研究結果發現，本研究模型不但能對數位學習系統滿意度提供更加完整與因素動態變化的解釋，兩階段的研究方式，對於後續研究數位學習系統採用過程因素之演變，亦能提供之有效的觀點與參考。

關鍵字

兩階段認知改變模型 ； 數位學習系統 ； 期望確認理論 ； 學習氣候

並列摘要

The purpose of this study is to investigate the factors affecting the satisfaction of e-learning system based on the two-stage model of cognition change、expectation confirmation theory and the concept of learning climate. The proposed model was tested with a two-stage data collection procedure (pre-usage and post-usage) and data was collected from 206 university students using the e-learning system. The collected data was analyzed using the structural equation model technique with SPSS and SmartPLS 2.0. The results showed that the effects of attitude(t1), image(t1) were positively significant on the expectation; The effects of confirmation, performance, learning climate were positively significant on the user satisfaction; The effects of performance was positively significant on the confirmation; The effects of perceived usefulness(t1) was positively significant on the perceived usefulness(t2); The effects of attitude(t1) was positively significant on the attitude(t2); The effects of user satisfaction was positively significant on the continue intention. Findings from the study confirm the validity of using the proposed model. In addition, the two-stage model is also found to be a valuable methodology for promoting e-learning satisfaction and cognition change studies.

並列關鍵字

the two-stage model of cognition change ； e-learning system ； expectation-confirmation theory ； learning climate

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