以科技接受模式探討互動式電子白板融入學習之成效

The Performance of Introducing Interactive Whiteboard into Studying-A Technology Acceptance Model Application

10.6285/MIC.2(1).20

黃素霞；黃書猛

科技接受模式 ； 互動式電子白板 ； 學習成效 ； Technology acceptance model ； Interactive whiteboard ； Learning Effect

管理資訊計算

2卷1期（2013 / 08 / 01）

262 - 271

繁體中文

本文以「科技接受模式」做為研究的理論基礎，探討互動式電子白板融入學習之成效，以桃園縣某國小低年級學童為對象，研究中利用科技接受模式問卷、課堂觀察與評量三種方式，做學生學習成效的探討。研究主要結果發現：一、認知有用、認知易用性皆對學生使用互動式電子白板態度與學習成效產生正向影響。二、學生使用互動式電子白板學習後的成績優於傳統講述學習。三、學生在使用互動式電子白板學習，專心度優於傳統講述學習。四、由課堂觀察結果制訂出課堂觀察量表。基於上述說明，本研究以科技接受模型（TAM）為基礎，以問卷、課堂觀察與評量三種方式互相驗證，建立互動式電子白板導入教室學生學習成效之評估模式，提供相關教育單位與研究者之參考。

The introduction of interactive whiteboard technology into the class is the government education policy. E-learning equipment not only helps the teachers improve the teaching quality, but also help the students learn effectively. The main purpose of this paper is to discuss the effects of using interactive whiteboard technology in class and the research is based on Technology Acceptance Model (TAM). First, both Perceived Usefulness and Perceived Ease of Use of Technology Acceptance Model are used as various intermediates. Second, the systematic characteristics of interactive whiteboard technology and students' learning motivation are used as exogenous intermediates. Finally, the paper uses Typical Principal Lines and Confidence Level Analysis to examine the result of the questionnaire and it shows that these various and exogenous intermediates are positively correlative.

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