數位學習對科大生專業英文學習興趣、學習心流及使用態度之探究-以PVQC為例

The Study of Professional English Learning Interests, Learning Flow, and Attitude of Technological Undergraduates by e-Learning Systems-An Example of PVQC

陳美燕(Chen Mei-Yen)

指導教授 ： 黃奇武

國立臺灣師範大學/科技與工程學院/工業教育學系/碩士(2020年)

https://doi.org/10.6345/NTNU202001221

摘要

本研究旨在探討使用PVQC數位學習系統以某科大學生為對象在「學習態度」、「學習興趣」、「學習心流」對「持續使用意願」之影響。量化研究參酌廣為運用且具良好信效度之學者問卷所發展成結構問卷以科技接受模式為根基採立意抽樣方式進行施測，研究共收集878份有效問卷回收率為97％。統計數據以IBM SPSS Statistics 23軟體執行分析描述性分析獨立樣本t檢定、差異及相關分析、多元迴歸分析後以隨機抽樣方式挑選六位進行質性訪談。結論顯示，研究之構面相關結果符合科技接受模式理論其中「知覺易用」和「知覺有用」對「學習態度」達顯著具高度正向影響；「學習態度」對「學習心流」達顯著具高度正向影響；「學習態度」對「興趣-求知好奇心」達顯著具中度正向影響；「學習態度」對「除疑好奇心」達顯著具中度正向影響；「學習心流」、「學習興趣-求知好奇心」、「除疑好奇心」對「持續使用意願-影響個人」達顯著具高度預測解釋力；「學習心流」、「興趣-求知好奇心」、「除疑好奇心」對「持續使用意願-影響他人」達顯著具高度預測解釋力。預測模式結果發現「學習態度」、「學習心流」、「興趣-好奇心」、「除疑性好奇心」 對 「持續使用意願-對個人影響」為82.8％解釋力提升1%；「學習態度」、「學習心流」、「興趣-好奇心」、「除疑性好奇心」對「持續使用意圖-他人」為77.2％解釋力提升2.3%。研究建議：（1）PVQC適合科大學生們對專業英文學習；（2）融入先進的教育互動穿戴設備來吸引使用者學習；（3）建議未來的研究可以擴大學生群體和研究範圍；（4）提供教師和學校管理或後續相關研究者之參考。

關鍵字

科技接受模式 ； 數位學習 ； 學習興趣-求知好奇心 ； 學習心流

並列摘要

The purpose of this research is to explore the influence of “learning attitude”, “learning interest”, and “learning flow” on the “willingness to continue using” of the PVQC e- learning system for Technological undergraduates.
Quantitative research has been developed into a structured questionnaire based on a scientific and technological acceptance model based on widely used scholar questionnaires with good reliability and validity. The study collected 878 valid questionnaires with a return rate of 97%. Statistical data were analyzed by IBM SPSS Statistics 23 software, descriptive analysis, in-dependent sample t-test, difference and correlation analysis, multiple regression analysis, and six random samples were selected for qualitative inter-views. The conclusion shows that the relevant results of the research are in line with the technology acceptance model theory, in which "perceived ease of use" and "perceived useful" have a significant positive effect on "learning attitude"; "learning attitude" has a significant effect on "learning flow" Has a high degree of positive influence; "learning attitude" has a significant moderate positive effect on "interest-seeking curiosity"; "learning attitude" has a significant moderate positive effect on "suspicious curiosity"; "learning attitude" "Flow", "Learning interest-curiosity for knowledge", "Curiosity for eliminating doubts" have significant predictive and explanatory power for "willingness to use continuously-affecting individuals"; "flow of learning", "interest-curiosity for knowledge", " "Undoubted curiosity" has a significant predictive and explanatory power for "continuous use intention-influencing others". The results of the prediction model found that "learning attitude", "learning flow", "interest-curiosity", and "sustainable curiosity" are 82.8% for "sustainable use-influence on individual", and the explanatory power increases by 1%; "learning" The explanatory power of "attitude", "learning flow", "interest-curiosity", and "sustainable curiosity" to "sustained use intention-others" is 77.2% increased by 2.3%.
Research recommendations: (1) PVQC is suitable for professional English learning by Technological undergraduates; (2) Incorporate advanced educational interactive wearable devices to attract users to learn; (3) Suggest that future research can expand the student population and research scope; (4) Provide reference for teachers and school management or follow-up related researchers.

並列關鍵字

technology acceptance mode ； e-learning ； learning interest-knowledge curiosity ； learning flow

參考文獻

王千倖（2010）。「資訊科技融入教學」推廣政策之敘說研究。教育實踐與研究，23（1），31-56。

戴建耘、陳宛非、韓長澤、賴慕回、高曼婷（2013）。臺北市中小學校長科技領導之創新關切與科技接受度研究。科學教育學刊，21（1），97-133。

Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103, 411-423.

中文部分

方裕民（2003）。人與物的話─互動介面設計理論與實務。臺北市：田 園城市。