以社會認知理論探討影響ERP學習成效之因素

A Study on the Determinants of Learning Performance of ERP Courses -From the Perspective of Social Cognitive Theory

陳政斌(Jheng-Bin Chen)

指導教授 ： 盧正宗

國立臺中科技大學/商學院/會計資訊系碩士班/碩士(2022年)

摘要

企業資源規劃於90年代末期開始崛起後，在資訊科技不斷進步下，ERP系統顯然在各企業廣泛使用下佔有一席之地。大專體制也因應企業需求紛紛開設相關課程來培育未來就業人才，而學生在不同教育環境之學習成效也有所不同。過往研究多以科技接受模式中的認知有用性及認知易用性來探討學生對於ERP的學習動機及成效。因此本研究將透過社會認知理論為基礎，將其環境、特質及行為三大構面的關聯進一步建構其相關因素。本研究採「問卷調查法」取得曾修習過ERP課程之在校生之樣本資料，共取得有效回函樣本217份。透過李克特7點量表來衡量與分析，實證結果發現(1)受測者將受到環境競爭度及教學策略來影響其學習動機。(2)針對認知負荷部分，學生對於資訊能力的學習已較為普遍，因此造成負荷的情況不甚顯著。(3)認知負荷對於學習成效確實帶來反效果，尤其是學期成績部分影響較為顯著；學習動機不管在學期成績或取得證照面都沒有太大顯著效果，因此需考量其他可能因素。本研究將其社會環境及教學策略納入探討，為本文之理論貢獻與創新之處，研究結果可以提供產學雙方在培育人才上的策略參考。

關鍵字

社會認知理論 ； 企業資源規劃 ； 認知負荷 ； 學習動機 ； 學習成效

並列摘要

After the rise of Enterprise Resource Planning (ERP) in the late 1990s, also with the continuous progress of information technology, ERP system obviously plays an important role in the industries. Colleges has set up relevant courses to cultivate future talents according to the needs of enterprises, and students in different educational environments have different learning results. Previous studies mainly explore the relation between students' learning motivation and academic performance of ERP based on cognitive usefulness and cognitive ease of use in Technology Acceptance Model. Therefore, based on Social Cognition Theory, this study constructs related factors by associating three dimensions of environment, trait and behavior. The purpose of this study is to explore the determinants that influence students' academic performance of ERP courses. This study is expected to use "questionnaire survey" to obtain the sample data of students who have taken ERP courses, the valid samples are 217 questionnaires, and to measure and analyze the data through 7-point Likert scale. Empirical results show that: (1) Subjects will be affected by environmental competition and teaching strategies to learning motivation. (2) For the cognitive load part, students' learning of information ability has become more common, so the load caused by it is not significant. (3) Cognitive load does have a negative effect on learning outcomes, especially for semester grades, that earning motivation does not have much significant effect on semester grades or certificate interviews, so other possible factors need to be considered. Therefore, social environment and teaching strategies are included in this study, which are the theoretical contributions and innovation of this paper. The research results can provide strategic reference for both industry and university in cultivating talents.

並列關鍵字

Social Cognitive Theory ； Enterprise Resource Planning ； Cognitive Load ； Learning Motivation ； Academic Performance

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