以整合科技接受模式探討學習風格與社群網站 使用經驗之關係

Applying the UTAUT to Study the Relationships between Learning Style and Social Networking Service experiences

柯俊傑(Chun-Chieh Ko)

指導教授 ： 鄭明長

國立屏東科技大學/人文暨社會科學院/技職教育研究所/碩士(2014年)

https://doi.org/10.6346/NPUST.2014.00287

摘要

現今網路學習是非常流行及普及，這種學習型態也在潛移默化中改變人們的學習方式，不但可免費獲得知識，更增加學習者自我選擇性及學習方式。本研究藉由整合科技接受模式(Unified Theory of Acceptance and Use of Technology, UTAUT)探討學習風格與社群網站使用經驗在國中學生學習使用意向及可能影響之關係，並以瞭解使用社群網站在網路學習上的可行性。本研究對象為原漢國中學生788人，以問卷調查法進行研究。針對社群網站科技接受因素進行研究探討，對性別、身分、學習風格、社群網站及網路使用經驗進行差異比較，得以探討了解對使用意向之關係。

主要研究結果如下:
一、社群網站的使用在學習使用意向會因社群網站科技接受因素而影
響。
二、社群網站的使用在使用意向會因社群網站科技接受因素而影響。
三、國中學生使用社群網站學習的意願在認知社群網站科技接受因素的
期望效用會因性別、身分及學習風格而有所不同。
四、國中學生使用社群網站學習的意願在認知社群網站科技接受因素的
努力期望會因學習風格及社群網站使用經驗而有所不同。
五、在認知社群網站科技接受因素中，男國中生比女國中生重視期望效
用及社會影響。
六、在認知社群網站科技接受因素中，原住民國中生比非原住民國中生
重視期望效用；而非原住民國中生比原住民國中生較重視促成素。
七、學習風格發散者認知社群網站之期望效用、努力期望對學習意向高
於收斂者；發散者認知社群網站之努力期望對學習意向高於同化
者。
八、社群網站使用經驗高者認知社群網站的努力期望對學習意向高於使
用經驗低者。
九、促成因素與社會影響對使用意向的影響，均不會因為因不同性別、
身分、社群網站使用經驗、網路使用經驗及學習風格而有所差異。

關鍵字：網路學習、學習風格、整合型科技接受模式

關鍵字

網路學習 ； 學習風格 ； 整合型科技接受模式

並列摘要

Internet-Based Education (IBE) is very popular in our time and easy to access. This learning style is also a subtly changing the way people learn. IBE not only gives us free access to knowledge, but also allows us to be selective in what we learn and increases our ability to be self-learners.This research used the Unified Theory of Acceptance and Use of Technology, (UTAUT) to examine the learning styles of junior high school students and their experience of using social networking sites. In addition, discusses how to apply the UTAUT to the relationships between students’ learning style and their Social Networking Experiences (SNE). and also examines how this relationship affects the student’s willingness to use social networking as a learning tool.The research was conducted by questionnaire. The 788 subjects of the research were a mixed group of aboriginal and non-aboriginal junior high school students. The results of the questionnaire compared different factors, including: gender, racial identity, learning styles, use of Social Networking Sites (SNS) and experiences of Internet use, in order to investigate these relationships to intention of use of IBE.

The main findings are as follows:
1. The learning to use SNS are affected by the acceptance of technical factors of those sites.
2. The intention to use the SNS are affected by the acceptance of technical factors of those sites.
3. Junior high school students’ Performance Expectancy of SNS affects their willingness to learn SNS based on the varieties of gender, racial identity, and learning styles
4.Junior high school students’ Effort Expectancy of SNS affects their willingness to learn SNS based on the varieties of learning styles and SNE.
5. For SNS the male students are more concerned than the female students Performance Expectancy and Social Influence.
6.The aboriginal students are more concerned than the non-aboriginal students about Performance Expectancy of the SNS. In addition, the non-aboriginal students are more concerned than the aboriginal students Facilitation Conditions.
7.In relation to learning styles,Performance Expectancy and Effort Expectance is higher for the Diverger Learning Style than for the Converger Learning Style.And the Diverger Learning Style rates higher than the Assimilator Learning Style in relation to Effort Expectancy.
8. From the UTAUT factor of Effort Expectancy the intention of use of SNS is higher for more experienced students than for less experienced students.
9.In relation to the UTAUT factors of Social Influence and Facilitating Conditions, the varieties of gender, racial identity, and learning styles, SNE and experience of using the internet showed no influence for intention of use of SNS.

Keywords：Internet-based Learning, Learning Style, Unified Theory of
Acceptance and Use of Technology

並列關鍵字

Internet-based Learning ； Learning Style ； Unified Theory of Acceptance and Use of Technology

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