本研究探討系統與使用者特徵對於網際網路的課程回饋系統(Classroom Response System)之影響。研究的結果期望被用在數位學習的領域以便學生能容易這介面來獲取更多的學習資源。受測系統能提供互動教學內容、小考、學習紀錄、同步教室、作業管理、問題庫管理與教學材料管理功能。為了探索學生使用該系統的意圖,我們以科技接受模式為基礎來設計問卷。基於科技接受模式的相關研究與文獻,外在變數可分為兩類特性,使用者特徵(自我效能、主觀規範與個人在資訊科技的創新)以及系統特徵(知覺娛樂性、介面型態與互動性)。這些變數是用來探索知覺有用性、知覺易用性與使用態度。 研究發現使用者特徵中主觀規範及個人創新在IT對知覺有用性是具有相關性的,而自我效能並不會對知覺有用性有正相關。而使用者特徵對易用性中,主觀規範並不會對知覺易用性有正相關,自我效能及自我創新在IT對知覺易用性是具有正相關。而在使用者特徵對使用態度中顯示,主觀規範及自我效能是有正相關的,而個人創新在IT對使用態度並不會直接影響,而是透過有用性及易用性間接影響使用態度。系統特徵中,知覺娛樂性對有用性、易用性及態度都具有正相關;介面型態及互動性都對有用性不具正相關,但對易用性及使用態度具正相關。
This study explores the effect of system and user characteristics on classroom response systems based on Internet. The results of research are expected to the E-learning field such that students can easy to use the interface to get more learning resources. The system can supply interactive teaching contents, quiz, learning track, synchronous classroom, assignment management, questions management, and teaching material management functions. In order to explore the intention of users for using the system, we design the questionnaire based on the technology acceptance model (TAM). Based on relevant research and literature on the TAM, the external variables are divided into two kinds of features, named user characteristics (self-efficacy, subjective norm, and personal innovation in IT) and system characteristics (perceived playfulness, interface style, and interactivity), and are used to explore the effect on perceived usefulness, perceived ease of use, and attitude toward using. In the experimental design, two classes (one for experiment group and the other for reference group) taking the visual programming curriculum are observed. In the data collection, we not only adopt questionnaire to acquire the quantitative data, but also include qualitative questionnaire to explore the deep motivation of using.