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國 立 聯 合 大 學 資訊與社會研究所 碩 士 論 文

以整合性科技接受模式探究 哈客網路學院數位學習之研究 The Study of Using UTAUT to Explore the Hakka E-learning Systems

研 究 生:歐淑芬



指導教授:晁瑞明 教授

中華民國九十九年一月

本論文獲行政院客家委員會 99年度客家研究優良博碩士論文獎助

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行政院客家委員會獎助客家研究優良博碩士論文精要
一、論文名稱:以整合性科技接受模式探究哈客網路學院數位學習 之研究 二、作者:歐淑芬 三、獎助年度:99年度 四、獎助金額:新台幣伍萬元整 五、研究過程(含研究方法、研究對象、研究工具等) 本研究以 Venkatesh (2003)所發展出的整合型科技接受模式 (Unified Theory of Acceptance and Use of Technology, UTAUT) 中結合神迷經驗(Flow Experience)的構面,來探討哈客網路學院 數位學習的使用作成效;依據文獻蒐集與分析,本研究所謂「科技 的接受度」係指「使用意願」(BI)和「使用行為」(Usage)的強度。 「外部變數」由 UTAUT 中的四個主要構面導入神迷經驗所組成,調 節變數方面以性別(Gender)、年齡(Age),來觀察採用因素對使用 意願的差異。 本研究分為二部分,第一部份說明績效期望、努力期望、社會 影響、促成因素與神迷經驗五個構面與數位學習的使用意圖;第二 部分說明性別與年齡兩個調節變數對哈客網路學院的採用因素之 關係。

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神迷經驗 Flow Expectancy 使用哈客網路學院意願 績效期望 Performance Expectancy 實際使用哈客 網路學院的行為

努力期望 Effort Expectancy

社會影響 Social Influence

調節變數 moderators
促成因素 Facilitating Conditions

性別

年齡

本研究架構圖

本研究將研究對象鎖定為已具有「哈客網路學院」使用經驗者 為研究對象,透過與哈客網路學院相關的討論區、電子佈告欄進行 問卷訊息的發送,以此接觸目標對象,進行網路問卷填寫蒐集,做 為後續統計分析之資料。本研究問卷分為兩部份:第一部份人口變 項資料問卷,主要了解受試者個人資料、調節變項及哈客網路學院 數位學習的使用行為。第二部分,影響使用者採用哈客網路學院數 位學習因素之衡量,構面量表的計分方式皆採 Likert 五點量表, 從非常不同意到非常同意採雙極計分,等距尺度量測。 六、主要研究發現 影響使用者採用哈客網路學院數位學習的行為意願及使用行 為藉由文獻探討得知,可概分為績效期望、努力期望、社會影響、 促成條件、神迷經驗等五大部份,其中績效期望包括:知覺有用、 工作相關、預期成效等三項;努力期望包括:知覺易用、複雜性、 操作簡單等三項;社會影響包括:社會因素、主觀規範、公眾形象 等三項;促成條件包括:支援系統及自我認知等二項;神迷經驗包 括:專注、愉悅、好奇三項等;而行為意願與促成條件影響使用行 為。 本研究結果藉由研究假說逐一說明如下: 績效期望因素會影響使用者對哈客網路學院數位學習的使用 意願,獲得支持:哈客網路學院數位學習的績效期望會直接影響使 用者採用意願,此即表示使用者認為哈客網路學院可以協助其更有 效率的在網路上數位學習,並能獲得有用的知識,以提升自己工作 ii 能力或提升學習績效。哈客網路學院數位學習可以有效率及提升學 習客語相關知識。研究顯示,當使用者感知哈客網路學院數位學習 所帶來知覺有用時,其行為意願越高。 努力期望因素會影響使用者對哈客網路學院數位學習的使用 意願,獲得支持:哈客網路學院數位學習的努力期望會直接影響使 用者採用意願,這意指資訊系統的設計是否可以讓使用者容易去使 用是接受資訊科技的關鍵因素之一,意即表示使用者認為哈客網路 學院學習達成目的所需付出努力的程度是正向的,亦感覺哈客網路 學院數位學習平台容易使用、系統的複雜程度與操作性簡單的程度 都可以接受,也促進其使用上的意願。 社會影響因素會影響使用者對哈客網路學院數位學習的使用 意願,未獲得支持:社會影響指的是個人所感受到受周遭人影響的 程度,在本研究不能顯著影響哈客網路學院數位學習的使用意願;

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