幼教人員利用數位媒體語言教學的認知易用性與教學融入之關係：以認知有用性與使用態度為中介變項

The Relationship between Perceived Ease of Use and Instructional Integration for Young Children's Language Instructions by Digital Media: The Mediating Effects of Perceived Usefulness and Using Attitudes

10.6137/RECT.2013.106.03

陳儒晰(Ru-Si Chen)

中介 ； 使用態度 ； 教學融入 ； 認知有用性 ； 認知易用性 ； Mediating effects ； Using attitudes ； Instructional integration ； Perceived usefulness ； Perceived ease of use

教育傳播與科技研究

106期（2013 / 12 / 01）

45 - 64

繁體中文

本研究運用問卷調查探討幼教人員對利用數位媒體輔助幼兒語言教學活動的應用態度，研究者自編「幼兒數位媒體語言教學態度問卷」，涵蓋「認知易用性」、「認知有用性」、「使用態度」與「教學融入」等4個層面；運用結構方程模式分析問卷資料，檢定樣本資料與問卷假設因素構面的適配程度，以及中介變項的間接效果及顯著水準。研究結果指出幼教人員對數位媒體語言教學的工具易用知覺，影響其應用數位媒體於幼兒語言教學融入態度；幼教人員對數位媒體語言教學的認知有用性及使用態度，在此關係中表現出部分中介效果。最後，研究者針對研究結果進行討論並提出未來研究之參考。

This study examined early childhood educators' attitudes toward instructional applications about digital media integrated into young children's language instructions by survey. The questionnaire consisted of four factors, including perceived ease of use, perceived usefulness, using attitudes, and instructional integration. The sample data was analyzed through structural equation modeling. This study tested the model fitness between sample data and latent factors, and estimated the mediation effects and statistical significances. The results showed that early childhood educators' perceptions of ease of use influence their attitudes toward instructional applications of integrating digital media into young children's language instructions. Their perceptions of digital media's usefulness and using attitudes partial mediated the relationship between perceived ease of use and instructional attitudes. The researcher discussed the results and conducted implications derived from this study.

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