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  • 學位論文

以整合性科技接受模式探討大學生使用人工智慧教育產品之研究

Using UTAUT Model to Investigate University Students Using Applications of Artificial Intelligence in Education

指導教授 : 鄭宜佳

摘要


論文提要內容: 本研究旨在探討大學生對於人工智慧教育產品接受度及使用經驗行為調查,研究目的包括:(一)探討不同個人背景之大學生使用人工智慧產品於績效預期、付出期望、社會影響、科技準備度及行為意願之顯著差異情形,(二)探討大學生使用人工智慧產品於績效預期、付出期望、社會影響、科技準備度及行為意願之相關性,(三)探討大學生使用人工智慧產品於績效預期、付出期望、社會影響、科技準備度對於行為意願之預測力。本研究採問卷調查法之立意抽樣,以網路問卷的形式發放給使用過人工智慧教育產品之大學生,共回收696份有效樣本,並以描述性統計、獨立樣本T檢定、單因子變異數、皮爾森積差相關及迴歸等方式進行統計分析與討論。 本研究之結論為: 一、不同性別之大學生於績效預期、付出期望、社會影響、科技準備度及行為意願均無顯著差異。 二、不同年齡之大學生於績效預期、付出期望、社會影響、科技準備度及行為意願均有顯著差異。 三、不同學校性質之大學生於績效預期無顯著差異;但不同學校性質之大學生於付出期望、社會影響、科技準備度及行為意願均有顯著差異。 四、不同學校學制之大學生於績效預期、付出期望、社會影響、科技準備度及行為意願均有顯著差異。 五、不同就讀學院之大學生於績效預期、付出期望、社會影響、科技準備度及行為意願均有顯著差異。 六、不同就讀年級之大學生於績效預期、付出期望、社會影響、科技準備度及行為意願均有顯著差異。 七、不同付費意願使用進階功能於績效預期、付出期望、社會影響、科技準備度及行為意願均有顯著差異。 八、大學生使用人工智慧產品於績效預期、付出期望、社會影響、科技準備度與行為意願均有顯著相關。 九、大學生使用人工智慧產品於績效預期、付出期望、社會影響、科技準備度對於行為意願有正向預測力。

並列摘要


The study aimed to discuss using UTAUT model to investigate university students using applications of artificial intelligence in education. The research purposes included: 1. Exploring the differences of personal background on performance expectancy, effort expectancy, social influence, technology readiness, and willingness to use. 2. Exploring the correlations of use applications of artificial intelligence in education among performance expectancy, effort expectancy, social influence, technology readiness, and willingness to use. 3. Exploring the predictability of performance expectancy, effort expectancy, social influence, technology readiness on willingness to use applications of artificial intelligence in education. This study utilized a self-report questionnaire to collect the data and 696 valid questionnaires were collected. Research methods included descriptive statistics, independent samples T-test, one-way ANOVA, Pearson correlation and Regression Analysis. The results of the study are as follows: 1. There was no significant difference between different genders on using applications of artificial intelligence in education. 2. There was significant difference among different ages on using applications of artificial intelligence in education. 3. There was significant difference between different natures of school on using applications of artificial intelligence in education. 4. There was significant difference between different systems of education on using applications of artificial intelligence in education. 5. There was significant difference among different colleges on using applications of artificial intelligence in education. 6. There was significant difference among different grade levels on using applications of artificial intelligence in education. 7. There was significant difference between different willingness to pay on using applications of artificial intelligence in education. 8. There were significant correlations among performance expectancy, effort expectancy, social influence, technology readiness, and willingness to use applications of artificial intelligence in education. 9. Performance expectancy, effort expectancy, social influence, and technology readiness could signifiantly predict willingness to use applications of artificial intelligence in education.

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