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

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以科技接受模型探讨教育部数位学习服务平台的使用行为意图之研究—以高雄市国中教师为例

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

吴郁香 , 硕士　　导师：吴传春　　

繁体中文

科技接受模型；线上研习；电脑自我效能；数位学习课程设计； Technology Acceptance Model ； e-learning ； computer self-efficacy ； e-learning courses design

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摘要 │ 参考文献 (91) │ 国际计量

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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.

参考文献 ( 91 ) 〈TOP〉

任维廉、吕堂荣、刘柏廷 (2009)。科技接受行为模式之整合分析—三个主要模式之比较。资管评论，15(1)，101-138。
连结：
余采芳 (2011)。数位学习知觉与使用意图间影响之研究。电子商务研究，9(3)，323-352。
连结：
何荣桂、林燕珍 (2011)。数位学习服务平台简介及其应用。台湾教育，670，12-21。
连结：
李应注 (2010)。电脑使用者界面的改良设计与科技接受模式之验证。资讯管理学报，17(4)，1-30。
连结：
林怡玲 (2014)。系统品质、知觉有用性、认知易用性及教学效能关联性之研究-以教育部数位学习服务平台线上课程为例。淡江大学教育科技学系硕士在职专班硕士论文，未出版，新北市。
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引用含有DOI的文献

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。 如想对DOI的使用与概念有进一步了解，请参考 （ ） 。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。