學生使用數位學習平臺意願之研究─個人差異與社會影響觀點

Student's Intention on the Use of E-Learning Platform: Form the Standpoint of the Individuals' Differences and Social Influence

曾瑞譙(Jui-Chiao Tseng)

《教學科技與媒體》 97期 (2011/09) Pp. 22-44

摘要

學習者對資訊科技的使用成效，有賴學習者的態度、滿意度及其他因素。本研究整合社會壓力、個人知覺、認知觀點，建構研究模型，目的在探討個人對電子化學習平臺使用的動機，也探討知覺信念可能影響學習者的態度及滿意度，進而影響學習平臺的實際使用。研究模型的理論以同儕壓力、教師壓力的二個社會壓力觀點及學習能力、相容性、媒體豐富性三個認知面向為建構基礎。本理論建構完成後，共測試374位實際使用學習平臺者，結果顯示，除了同儕壓力外，在教師壓力、學習能力、相容性、媒體豐富性對知覺信念有正向影響。知覺信念、態度及實際使用者之間的關係，皆產生重要相互影響性，其中態度及滿意度，在知覺信念與學習平臺使用間，扮演重要的中介角色。

關鍵字

相容性 ； 學習能力 ； 社會壓力 ； 科技接受模型 ； 媒體豐富性

並列摘要

Web-based applications and services as other product had been accepted in last decade. The success of Web-based learning depends largely on learners' attitude, satisfaction and other factors that will eventually increase learners' actual usage in IT as any other product. This paper integrates the concepts of social pressure, individual perception and cognition to construct a model for investigating the motivations behind learners' actual usage of an e-learning platform. The model theorizes two components of social pressure (i.e., peer pressure and teacher pressure) and three dimensions of perception and cognition (i.e., learning capability, compatibility, vividness) that affect learners' perceived beliefs. We also argue that perceived beliefs could influence learners' attitude and satisfaction thereby affecting their actual usage of an e-learning platform. The hypothesized model was empirically validated using data collected from 374 learners who used a Web-based learning program designed for reviewing after curriculum. The results showed that teacher pressure, learning capability, compatibility and vividness exhibited significant positive effects on perceived belief except for peer pressure. These relationships among perceived belief, attitude, satisfaction and actual usage have a significant influence to each other. Attitude and satisfaction play important mediators between perceived beliefs and actual usage of an e-learning platform.

並列關鍵字

Compatibility ； Learning capability ； Social pressure ； Technology Acceptance Model (TAM) ； Vividness

參考文獻

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