探討不同決策風格大學生在MOOCs上之學習成效對於使用意願影響之研究

大規模開放式線上課程(MOOCs)為目前教育模式的新趨勢。其精神主要是以小單元為分段課程，配合線上討論與回饋、線上練習、同儕合作學習，提供學習者隨時隨地、無遠弗屆且完全免費之學習平台。另外，隨著行動載具的普及，行動學習也成為目前課程發展的重點。使用者學習成效及學習滿意度也是近年來研究者重視的議題。因此，影響學習者在行動學習透過 MOOCs 平台進行學習時，學習成效及學習滿意度的要素變得非常重要。有學者提出雙處理理論，將人類資訊處理的過程分為兩種截然不同的系統。系統一是由直覺、情感策動，系統二是思考歷程。而決策風格可以分析學習者偏好使用的系統。研究指出，學習者在自主學習的過程中，個人的決策風格與使用經驗，對於學習者的學習經驗發展有很大的影響。因此，本研究的目的為探討「直覺型」以及「思考型」決策風格之使用者在MOOCs的學習成效對於使用意願的影響。本研究採用多元線性迴歸分析，透過39位受試者在使用MOOCs平台後的問卷收集研究數據並歸納結果，結果發現在思考型中，使用者使用平台時的學習成效及滿意度對於使用意願皆未達顯著相關，而在直覺型中，使用者使用平台時的滿意度對於使用意願達顯著相關，學習成效對於使用意願未達顯著相關。

關鍵字

決策風格； MOOCs ；學習成效；滿意度；使用意願

並列摘要

MOOCs is the new trend in the current education model. Its spirit is mainly based on small units as segmented courses, with online discussion and feedback, online exercises, and peer-to-peer cooperative learning, it provides learners anytime, anywhere, far-reaching and completely free learning platform. In addition, with the popularization of mobile vehicles, mobile learning has also become the focus of current curriculum development. User learning effectiveness and satisfaction are also topics that researchers attach importance to in recent years. Some scholars have put forward the dual-processing theory, which divides the process of human information processing into two distinct systems. Some scholars put forward the dual-processing theory, which divides the process of human information processing into two completely different systems. The first system is driven by intuition and emotion, and the second system is thinking process. The decision-making style can analyze the system that learners prefer to use. Research has pointed out that in the process of autonomous learning, the learner's personal decision-making style and use experience have a great influence on the development of the learner's learning experience. Therefore, the purpose of this research is to explore the influence of the learning effectiveness of MOOCs on the willingness to use by users of “intuitive” and “thinking” decision-making styles. In this research, we use Multiple regression analysis to collect research data and summarize the results through a questionnaire of 39 students who are being investigated after using the MOOCs platform. The results showed that in the thinking type, users’ learning effectiveness and satisfaction of users when using the MOOCs are both nonsignificant to the willingness to use. In the intuitive type, only the user’s satisfaction when using MOOCs is insignificant to the willingness to use, and users’ learning effectiveness is nonsignificant to the willingness to use.