應用資訊系統成功模式探討學生對數位學習系統之使用意願

The Study of Information System Success Model for the Student’s Intention of Using E-learning System

楊環如(HUAN-JU YANG)

指導教授 ： 孫德修

朝陽科技大學/理工學院/工業工程與管理系/碩士(2012年)

摘要

摘 要
隨著網際網路的快速發展和資訊技術的擴散，數位學習環的境溝通、互動和多媒體材料的功能，提供學習者對數位學習的可能性。數位學習可以提供潛在學習者一種與傳統學習環境不同的替代和創新的學習環境。然而，那些因素會影響學習者持續使用數位學習系統是個重要的研究議題。因此，本研究目的旨在提出可以激勵學習者持續使用LMS數位學習系統認為合適與制度因素的研究架構。本研究整合 DeLone & McLean的資訊系統成功模式(包含：系統品質、資訊品質、服務品質)、電腦自我效能、系統滿意度，以了解學生接受iLMS數位學習系統的持續使用意向。本研究以結構方程模式驗證電腦自我效能、系統品質、資訊品質、服務品質與系統滿意度對於學生的持續使用意向的影響。本研究以中部某科技大學之學生為研究對象，共發放700份問卷，回收693份，扣除無效問卷後，回收有效問卷650份，有效回收率為93.8%。統計方法包括：驗證性因素分析、描述性統計分析、獨立樣本t檢定、變異數分析、皮爾森積差相關分析與結構方程模式，結構方程模式是分析構面之路徑關聯性。
本研究發現如下：
1.不同背景變項之學生，在電腦自我效能上，有顯著差異。
2.不同背景變項之學生，在系統品質上，無顯著差異。
3.不同背景變項之學生，在資訊品質上，無顯著差異。
4.不同背景變項之學生，在服務品質上，有顯著差異。
5.不同背景變項之學生，在系統滿意度上，有顯著差異。
6.不同背景變項之學生，在持續使用意向上，無顯著差異。
7.電腦自我效能、系統品質、資訊品質、系統滿意度與持續使用意向間有顯著相關。
研究結果發現此三因素(資訊品質、系統品質與電腦自我效能)可作為規劃、實施並提高學生對iLMS數位學習系統滿意度的顯著影響因素。

關鍵字

混合式學習 ； 資訊系統成功模式 ； 電腦自我效能 ； 系統滿意度

並列摘要

With the rapid growth of the Internet and the proliferation of information technologies, online or electronic learning (e-learning) environments offer the possibilities for communication, interaction and multimedia material delivery that enhance learner-directed learning. E-learning can offer potential learners an alternative and innovative learning environment compared with traditional learning and, thus, represents an innovation in education. However, what the factors are influence the user continue to use E-learning system. The objective of this study is to propose a research framework that investigates the relation between perceived fit and system factors that can motivate learners in continuing utilizing an iLMS e-learning system. This study integrates DeLone & McLean’s IS success model (include: system quality, information quality, and service quality), computer self-efficacy, and system satisfaction to understand students continuance intention of iLMS e-learning system. A structural equation model reveals that computer self-efficacy, system quality, information quality, service quality determines system satisfaction, which in turn influence students'' continuance intention iLMS e-learning system. This is a study of university of science and technology of college students, in central Taiwan, 700 questionnaires issued, 693 were retrieved, and 650 valid questionnaires were retrieved and effective retrieved rate of 93.8%, except the invalid ones. Statistical methods are including the confirmatory factor analysis, descriptive unvaried analysis, independent t-test, ANOVA, pearson correlation analysis, and structural equation modeling analysis. The structural equation modeling analyzing the path dimensions relevance.
After analyzing these questionnaires, we came up with the following seven conclusions.
1.Students from different background have different satisfied ratings on the computer self-efficacy.
2.Students from different background have not satisfied ratings on the system quality.
3.Students from different background have not satisfied ratings on the information quality.
4.Students from different background have different satisfied ratings on the service quality.
5.Students from different background have different satisfied ratings on the system satisfaction.
6.Students from different background have not satisfied ratings on the continuance intention.
7.The computer self-efficacy, system quality, information quality, system quality and continuance intention positive correlation in the iLMS e-learning system.
The results provide insight into those factors (information quality, system quality, and computer self-efficacy) that are likely significant antecedents for planning and implementing an iLMS E-learning system to enhance student learning satisfaction.

並列關鍵字

Computer Self-efficacy ； System Satisfaction ； Blended Learning. ； Information System Success Model

參考文獻

3. Ahituv, N. (1980). A systematic approach toward assessing the value of an information system. MIS Quarterly, 4(4), 61-75.

5. Ali, G., Bilotta, E., Gabriele, L., & Pantano, P. (2006). An e-learning platform for academy and industry networks. In Proceedings of the Fourth Annual IEEE International Conference on Pervasive Computing and Communications Workshops (pp. 231-234). Pisa, Italy: IEEE Conference Publishing Services.

8. Anderson, T. (2003). E-learning in the 21st century. Routledge, England: Taylor and Francis.

10. Bagozzi, R. P., &Yi, Y. (1988). On the Evaluation for Structural Equation Models. Journal of the Academy of Marketing Science, 16(1), 74-94.

11. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.