多元族群學生之資訊能力與採用行動數位學習模式對科技接受度之影響

本研究是以典型相關分析（Canonical Correlation）、Visual PLS結構模式來驗證探討多元族群學生之資訊能力與採用行動數位學習模式對資訊科技的接受度之間是否存在顯著的影響關係。並以Davis（1989）所提出的科技接受模式（TAM, Technology Acceptance Model）為理論基礎，提出一個包含偏鄉資訊能力指標與採用行動數位學習模式之科技接受度概念性研究假說模型，希望藉由了解偏鄉資訊能力指標中之二個構面資訊素養、學習意願與採用適性化行動學習模式之四個構面與認知易用性、認知有用性間之關聯分析。實證研究結果證明多元族群學生之「資訊素養對認知易用性」、「學習意願對認知易用性」、「偏鄉資訊能力指標對以多元取向的數位內容」、「偏鄉資訊能力指標對以策略取向的互動頁面」、「偏鄉資訊能力指標對以行為模式的學習介面」、「偏鄉資訊能力指標對以學習情境的個性化網站」、「偏鄉資訊能力指標對採用行動數位學習模式」、「偏鄉資訊能力指標與採用行動數位學習模式對資訊科技接受度」、「偏鄉資訊能力指標、採用行動數位學習模式與資訊科技接受度間之關係，都具有正向顯著的影響。此外，經由本研究母體樣本之各項背景因子分析中得知，不同性別、年齡層、多元族群學生的確會影響對採用數位行動學習模式的四構面、認知有用性、認知易用性、使用態度及行為意圖是有所差異性。

關鍵字

多元族群學生；行動數位學習；科技接受度；數位落差

並列摘要

This study purposes to test and verify whether there is any effect and relationship among information ability, adoption of mobile digital learning, perceived usefulness, and perceived ease of use by using statistics methods such as canonical correlation, visual PLS. This study proposes a modified Technology Acceptance Model (TAM) concept which consists of several external variables based on Davis's (1989) TAM theory.The results of this study show that the information ability (information literacy and learning pleasure) and adopton of digital learning have a positive significant impact on leraning motivation, perceived usefulness, perceived ease of use, attitudes, and behavioral intentions. In addition, different sex, age level, and status of plural ethnicity students really have great effects to adopt digital learning, perceived usefulness, perceived ease of use, attitudes, and behavioral intentions. In other words, system developers have to design and improve the interface of Context Awareness of mobile devices to help students in navigation and teaching in order to have an increased learning intention and decreased the digital divide.