學童家長透過LINE進行親師互動之研究

隨著資訊科技的快速發展、智慧型手機及行動網路的普及，即時通訊軟體因為擁有即時便利性及眾多附加功能而廣為民眾接受使用，民眾透過即時通訊服務進行資訊交換與人際溝通變得更加方便與頻繁。同樣的，親師之間的溝通交流除了傳統的家庭聯絡簿、電話等溝通方式外，即時通訊服務提供了另一種不同的選擇。本研究主要在探討影響國小學童家長使用即時通訊軟體進行親師互動之因素，以尋求更多元的親師溝通管道。為達到研究目的，本研究以即時通訊軟體LINE為例，以修正的科技接受模式為理論基礎，並結合理性行為理論，探討主觀規範、知覺趣味性與資訊素養對國小學童家長使用LINE的知覺有用性、知覺易用性及使用意願之影響。本研究以桃園市公立國民小學學生家長為調查對象，透過網路問卷方式進行資料蒐集，總計回收271份問卷，其中有效問卷為271份，有效回收率為100%。本研究採用SPSS及AMOS統計套裝軟體將問卷資料以敘述性統計、獨立樣本t檢定、單因子變異數分析及路徑分析等統計方法進行驗證，研究結果發現不同年齡與學歷之家長在資訊素養構面有顯著差異；家長使用LINE之知覺有用性、知覺易用性和知覺趣味性對使用意願有正向影響；國小學童家長使用LINE之知覺易用性、主觀規範和知覺趣味性對知覺有用性有正向影響；家長使用LINE之知覺趣味性和資訊素養對知覺易用性有正向影響。

關鍵字

修正的科技接受模式；即時通訊軟體； LINE ；親師互動

並列摘要

With the fast development of technology, smart phone and mobile network, Instant Messaging have become very popular because of its instantaneity, convenience and additional features. Therefore, Instant Messaging makes communication and information exchange easier and more frequent. Teachers and parents used to communicate with communcaiton books and telephone, but now they have another choice, Instant Messaging. Therefore, the purpose of this study was to investigate the factors affecting parents to use Instant Messaging to communicate with teachers, and aslo to find multiple ways for Parent-Teacher Interaction. To achieve the main purpose, this study focused on one of the Instant Messaging, LINE. And the study was based on Modificatory Technology Acceptance Model (MTAM), combined with Theory of Reasoned Action (TRA), and discussed how subjective norm and perceived playfulness and information literacy affected parents’ perceived usefulness and perceived ease of use to LINE. The online questionnaire survey was conducted on 271 parents with children in elementary school in Taoyuan City. All questionnaires were returned. The valid return rate was 100%. The study was conducted by methods of descriptive statistics, independent t-test, one-way ANOVA and path Analysis. The results revealed that (1) there was a significant difference between different age and educational background on information literacy. (2) The perceived usefulness, perceived ease of use and perceived playfulness of parents were positively related to the intention to use. (3) Parents’ perceived ease of use, subjective norm and perceived playfulness were positively related to the perceived usefulness. (4) Parents’ perceived playfulness and information literacy were positively related to the perceived ease of use.