大專都市規劃與工程領域教師選用地理資訊系統行為特性分析

地理資訊系統乃不同領域地理空間技術整合應用之重要工具，其亦爲空間規劃等相關領域教師進行規劃與研究之重要利器。然而教師在實際使用此系統工具時，卻亦可能受限於數值資料、電腦技術等原因，而導致此工具使用之限制。如何找出影響使用者是否選擇使用此工具的主要原因，以提高其更普遍性之應用，爲本文主要關注的焦點。本文嘗試使用技術接受模式爲分析基礎，運用感覺有用性與感覺易用性等構面，提出一個整合性系統分析架構。研究中以空間規劃相關學系的大專教師爲對象進行抽樣調查，並透過結構方程模式進行資料處理與分析，來探究影響教師採用地理資訊系統之行爲特性。研究結果顯示，「感覺有用性」與「感覺易用性」影響效果相近，同樣主導教師採用之行爲。而「外部控制感知」則是影響因素中最重要者，此說明大專教師個人主觀認知其對地理資訊系統之使用能力，對其採用行爲影響最大。而對教師而言，電腦操作焦慮則對採用行爲影響並不顯著。

關鍵字

地理資訊系統；地理空間技術；技術接受模式；結構方程模式

並列摘要

Geographic Information Systems (GIS) is an important tool geospatial technology for instructors teaching in spatial planning-related fields. However, GIS can be adversely affected by factors associated with digital data and computer technology. The focus of this study is to identify the main factors influencing whether teachers use GIS. This study employs the technology acceptance model as its analytical foundation and applies the dimensions of ”perceived usefulness” and ”perceived ease of use” in proposing an analytical framework for an integrated system. This study surveys college instructors teaching in spatial planning-related departments to explore the behavioral characteristics that influence teacher use of GIS via structural equation modeling for data processing and analysis. The results have shown that ”perceived usefulness” and ”perceived ease of use” have similar effects on the adoption behavior of teachers, and ”system practicability” has the greatest effect. It indicates that recognition by college teachers of the capability of GIS has the largest influence on adoption behavior. For college teachers, computer operational anxiety has little impact on adoption behavior.