線上學習系統使用意向之模式建構與比較分析研究

The Constructionalization and Comparison of Use Intention Model in Electronic Learning System

10.6295/TAMJ.2005.0502.07

余泰魁(Tai-Kuei Yu)；楊淑斐(Shu-Fei Yang)

線上學習 ； 使用意向 ； 計劃行為理論 ； 科技接受模式 ； 結構方程式 ； Electronic learning e-Learning ； Use intention ； Theory of planned behavior TPB ； Technology acceptance model TAM ； Structural equation model SEM

台灣管理學刊

5卷2期（2005 / 08 / 01）

311 - 337

繁體中文

在過去線上學習系統採用的相關調查研究，主要在探討影響學習者對採納系統行為，但對於此一新科技的使用意向亦是相當重要，使用意向不僅是扮演對科技的採納並且激勵學習者持續學習的角色。本研究以簡化的消費者行為模式、計劃行為理論模式、科技接受模式、分解式計劃行為理論模式和整合模式為基礎，採結構方程式模式(SEM)方法，蒐集343份資料，分別建構潛使用者對線上學習系統使用意向因果關係模式，並進行比較分析。經結構化方程式模型實證，以整合模式所建構線上學習系統使用意向模式的配適度最佳，並獲得下列研究結果：(1)使用者對線上學習系統的「使用意向」主要受其「行銷組合」、「使用動機」、「行為控制知覺」、「態度」等四項正向和「知覺風險」負向影響；但在顯著水準α=0.05之下，「行為控制知覺」對線上學習系統的「使用意向」，並無顯著影響。(2)使用者對線上學習系統使用意向模式之「態度」變項，主要受其「使用動機」、「認知有用」、「認知易用」等三項正向影響。(3)使用者對線上學習系統使用意向模式之「行為控制知覺」變項，主要受其「使用動機」正向和「知覺風險」的負向影響。(4)使用者對線上學習系統使用意向模式之「認知易用」和「認知有用」兩個變項，主要均受其「行銷組合」、「使用動機」等二項正向和「知覺風險」的負向影響。(5)使用者對線上學習系統的「使用動機」，受到「行銷組合」正向影響。

Previous studies on the adoption of electronic learning system have been made to investigate factors affecting its usage. We believe that the intention to use the electronic learning system is also equally important, not only for promoting the technology but also for encouraging its voluntary continued use. This study is based principally on ”simplified Customer Behavior Model”, ”Theory of Planned Behavior (TPB)”, ”Technology Acceptance Model (TAM)”, ”Decomposition TPB” and ”Integrate Model” to construct a causal-effect model about the ”use intention” of users in the electronic learning system. The structural equation modeling is used to assess its adequacy for the use intention study and to compare it with alternative specifications that integrate previous research results. To confirm our hypothesis, data were collected 343 persons, as well as by the evidence of structural equation modeling, to get the following results: (1) The ”marketing mixes,” ”motivation,” ”perceived behavioral control,” and ”attitude toward the behavior” have a positive effect, while the ”risk perception” reveals negative influence. At the 0.05 significance level, the ”perceived behavioral control,” however, has no significant influence on the ”use intention” of electronic learning system. (2) The ”attitude toward the behavior” of the users in the electronic learning system is mainly positively influenced by ”motivation,” ”perceived usefulness,” and ”perceived easy of use.” (3) The ”perceived behavioral control” of users in the electronic learning system is mainly positively influenced by ”motivation” but negatively influenced by ”risk perception.” (4) The ”perceived easy of use” and ”perceived usefulness” of users in the electronic learning system is mainly positively influenced by ”marketing mixes,” and ”motivation,” but negatively influenced by ”risk perception.” (5) The ”marketing mixes” positively affects ”motivation.”

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