以科技接受模式探討使用開放教育資源之學習成效─以成長需求為調節變項

透過使用開放教育資源課程平台進行知識的取得，期能跨越時間、空間等限制，更自主且能有效率的學習，藉此快速獲取新知。本研究利用科技接受模式理論基礎作為研究架構，探討以知覺便利、嚴謹性與宜人性為外部變項，利用科技接受模式中知覺有用性、知覺易用性、使用態度以及行為意圖等各個構面，對於學習者使用開放教育資源後學習成效之影響，以及成長需求對於使用態度之調節作用。本研究透過立意抽樣方式，採問卷調查法，以曾經使用開放教育資源進行學習之學習者為研究對象，問卷共發放143份，有效問卷124份，並利用SPSS統計軟體進行背景變項分析，SmartPLS軟體進行結構方程模型分析， PROCESS之方式進行調節作用之分析。研究結果：(1)使用開放教育資源之「知覺便利」顯著影響「知覺有用性」與「知覺易用性」；(2)使用開放教育資源之「嚴謹性」不顯著影響「知覺有用性」與「知覺易用性」；(3)使用開放教育資源之「宜人性」不顯著影響「知覺有用性」與「知覺易用性」；(4)成長需求對「知覺有用性」和「知覺易用性」對於「使用態度」不具有調節作用。本研究依據結果提出結論與建議，應同時提升知覺便利、知覺有用性與知覺便利性，以有效提升學習者的使用意願，進而其提升學習者使用的行為意圖，讓開放教育資源的提供能有效幫助學習者達到學習之目的，此供開放教育資源之學校、平台與教師，以及後續研究者作為相關研究參考。

關鍵字

科技接受模式；知覺便利；開放教育資源；成長需求；人格特質

並列摘要

With using the Open Educational Resources to acquire knowledge, it is expected to cross the limits of time and space and learn new knowledge effectively and proactively. This research used Technology Acceptance Model (TAM) as the conceptual framework to discuss the influence of external variables (perceived convenience, conscientiousness and agreeableness) and TAM (perceived usefulness, perceived ease of use, attitude toward using and behavioral intention to use) will bring to the learner after using the Open Educational Resources and also the regulation of growth needs on attitude toward using. This research adopted purposive sampling, using the questionnaire survey procedure while the study object was the learners who used the Open Educational Resources. A sum of 143 questionnaires were issued with 124 valid questionnaire and data were analyzed through a statistical software SPSS. SmartPLS was excuted on Structural Equation Modeling (SEM) while PROGRESS was excuted on regulation effects. The results show that: (1) “perceived convenience” has positive effect on “perceived usefulness” and “perceived ease of use” when using the Open Educational Resources. (2) “Conscientiousness” will not have positive effect on “perceived usefulness” and “perceived ease of use” when using the Open Educational Resources. (3) “Agreeableness” will not have positive effect on “perceived usefulness” and “perceived ease of use” when using the Open Educational Resources. (4) “Growth needs” will not have moderating effect on “perceived usefulness” and “perceived ease of use” to “attitude toward using”. According to the results, the findings and suggestions should be proposed to enhance the perceived convenience, perceived usefulness and perceived ease of use. And then it improved the behavior intention of the learners. The provision of open education resources can help the learners to achieve the purpose of learning. The result of the study can be a reference for schools, platform management and teachers, as well as follow-up researchers.

並列關鍵字

Technology Acceptance Model ； Perceived convenience ； Open Educational Resources ； Growth needs ； Personality trait

參考文獻

洪新原、梁定澎、張嘉銘（2005）。科技接受模式之彙總研究。資訊管理學報，12（4），211-234。

Agarwal, R., & Karahanna, E. (2000). Time flies when you're having fun: Cognitive absorption and beliefs about information technology usage. MIS Quarterly, 24(4), 665-694.

一、中文部分