以科技接受模型探討教育部數位學習服務平台的使用行為意圖之研究—以高雄市國中教師為例

A Study about the Behavioral Intention to Use of E-learning Service Center of Ministry of Education Based on the Technology Acceptance Model - An Example of Junior High School Teachers in Kaohsiung City

吳郁香(Yu-Hsiang Wu)

指導教授 ： 吳傳春

義守大學/電機資訊學院/資訊管理學系/碩士(2016年)

摘要

知識經濟的時代，教師的進修途徑亦趨多元化，線上研習不受時空限制，提供教師另一種進修的選擇。本研究旨在探討高雄市國中教師參與「教育部數位學習服務平台」之影響因素。以「科技接受模型」為研究基礎，將電腦自我效能與數位學習課程設計作為外部變數，以知覺有用性和知覺易用性為中間變數，使用行為意圖作為依變數。
本研究以高雄巿公立國中教師為研究對象，採問卷調查法以蒐集資料，有效樣本數為306份，回收問卷以敘述性統計、皮爾森積差相關係數、迴歸分析…等進行統計分析。研究結果如下：一、電腦自我效能與數位學習課程設計對數位學習者之知覺易用性有正向影響。二、數位學習課程設計與知覺易用性對數位學習者之知覺有用性有正向影響。三、電腦自我效能、知覺有用性與知覺易用性對數位學習者之使用行為意圖有正向影響。四、電腦自我效能對數位學習課程設計有正向影響。
結果得知，知覺有用性對使用行為意圖扮演了最關鍵之影響因素，知覺易用性則為次要因素，驗證了大多數學者之發現。外部變項的數位學習課程設計對知覺有用性在整體效果中最為顯著，且對知覺有用性與知覺易用性的影響力相差無幾，故其對中間變項扮演了關鍵之角色。因此，加強數位課程之主題與內容，以符合國中教師教學之需求，使教師知覺到課程的有用性，加上操作介面人性化的配合，是影響使用行為意圖高低的主要課題。以上研究結果，盼能對教育相關單位與未來研究方向，提出個人建議以供參考。

關鍵字

科技接受模型 ； 線上研習 ； 電腦自我效能 ； 數位學習課程設計

並列摘要

In an age of knowledge-based economy, there are various ways teachers can expand their professional knowledge and practice. Among them, e-learning, which is available anytime and anywhere, provides teachers with another choice. The purpose of the study is to understand the factors influencing the participation of junior high school teachers in Kaohsiung City in the on-line courses offered by “E-Learning Service Center of the Ministry of Education”. The study is based on the “Technology Acceptance Model” (TAM), with computer self-efficacy (CSE) and e-learning courses design (ECD) as the external variables, perceived usefulness (PU) and perceived ease of use (PE) as the intervening variables, and behavior intention to use (BI) as the dependent variables.
In the research, a questionnaire method was adopted to gather data from junior high school teachers in Kaohsiung City, with the effective sample size of 306. The collected data were analyzed using descriptive statistics, Pearson product-moment correlation coefficient and regression analysis. The main findings are as follows:
1.For digital learners, computer self-efficacy and e-learning courses design have a positive effect on perceived ease of use.
2.For digital learners, e-learning courses design and perceived ease of use have a positive effect on perceived usefulness.
3.Computer self-efficacy, perceived usefulness and perceived ease of use positively affect behavior intention to use.
4.Computer self-efficacy have a positive effect on e-learning courses design.
The survey results show that perceived usefulness, being followed by perceived ease of use, is the major factor that affects behavior intention to use, which is consistent with what most researchers have found in their studies. Also, e-learning courses design is found to correlate closely with the intervening variables as it has a significant influence on perceived usefulness as well as on perceived ease of use. Therefore, for the enhancement of behavior intention to use, the improvement of on-line courses in terms of themes, contents, and the user interface should be given priority so as to meet teachers’ need and to make them aware of the usefulness of the courses. Based on the findings, some suggestions are presented above to the education sectors for reference and for further research.

並列關鍵字

Technology Acceptance Model ； e-learning ； computer self-efficacy ； e-learning courses design

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