科技接受度與學習風格對於頭戴式虛擬實境應用在學習行為意圖的影響

郭庭彰(Ting-chang Kuo)

指導教授 ： 沈建文

國立中央大學/管理學院/企業管理學系/碩士(2015年)

摘要

過去已有許多文獻探討使用者對科技接受的各式模型，其中，個體間的差異影響科技使用的行為意圖之研究近年來亦逐漸受到重視，然而，這些研究大多是探討人格特質對於科技使用行為意圖的影響，但較少研究從學習風格的面向去作探討，因此，本研究旨在以整合性科技接受模型(Unified Theory of Acceptance and Use of Technology, UTAUT)和Kolb學習風格中的四個階段為理論架構，去探討大學生對於頭戴式虛擬實境(Virtual Reality Headset, VRH)應用在學習上的行為意圖。由於本研究著重在學習上的行為意圖，因此結合了UTAUT的績效期望、努力期望、社會影響、促進條件等四個構面與形成學習風格的具體經驗、反思觀察、抽象概念、主動實驗等四個階段來深入探討。本研究將VRH應用於教學上的影片結合至網路問卷並進行發放與蒐集，再利用結構方程模式分析模型架構的解釋能力與路徑因果關係。結果顯示學習風格中的四階段只有具體經驗會正向影響VRH應用在學習的行為意圖，而UTAUT的四構面，績效期望、努力期望、社會影響、促進條件皆會正向影響VRH應用在學習的行為意圖，對於學校或教育相關單位未來在設計或導入VRH相關課程時可以加強具體經驗、績效期望、努力期望、社會影響、促進條件的做法，提升使用者利用VRH來學習的行為意圖。

關鍵字

虛擬實境 ； 整合性科技接受模型 ； 學習風格

並列摘要

There have been many researches investigated varied models of technology acceptance, but the studies addressing the effects of the individual’s differences on the use of technology have received more attentions in recent years. However, most of these studies focus on the effects of personality traits on technology acceptance. There are relatively few researches discussing the issues of technology acceptance from the perspective of learning style. Hence, this study aims to integrate the Unified Theory of Acceptance and Use of Technology (UTAUT) and the four stages of Kolb’s learning style to investigate the factors affecting the students’ behavioral intention to use the virtual reality headset (VRH) in learning. The four stages of Kolb’s learning style, including concrete experience, reflect observation, abstract conception, and active experimentation, were considered in this study. Meanwhile, the four constructs of performance expectance, effort expectance, social influence, and facilitating condition from UTAUT were also included in the research model. Then, the hypotheses regarding whether the four stages of Kolb’s learning style and the four constructs of UTAUT significantly affect behavioral intention on using VRH in learning were proposed. This research has adopted structural equation model for the model construction and inference analysis to test the proposed hypotheses. The results show that only concrete experience of Kolb’s learning style has positive and significant effect on users’ behavioral intention to use the VRH in learning. On the other hand, all of the four constructs of UTAUT have positive and significant effect on users’ behavioral intention to use the VRH in learning. Accordingly, education institutions should find ways to strengthen these significant aspects in order to increase the behavioral intention of using VRH in learning.

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