臺灣博碩士論文加值系統

由於網際科技發達，以及人們期待運用資訊科技，協助進行學習，使得數位學習快速散佈於學習環境，改變行之已久的教育方式；數位學習隨著科技演變，在各階段下，有著不同類型的定義與學習管理系統，時至今日以網路學習工具為主要的學習管理系統。

在數位學習的研究領域，包含許多議題，如：教學方法、資訊處理…等，其中以使用動機的探討影響最為深遠，因為唯有實際使用行為產生，才能有效評估資訊科技產生的效益，因此在推動數位學習上，影響學生使用網路學習工具的因素，將決定數位學習實施成效。

回顧過去探討數位學習使用動機的研究，發現多數是以個人意圖為出發，探究影響使用的因素；影響資訊科技使用的原因，除了個人意圖外，包含社會影響過程與外在促成因素。本研究以整合科技接受模式探討促成學生使用網路學習工具的因素，透過文獻收集與整理，採用問卷方式對三個班級學生進行檢測發放，回收樣本150份，並且剔除9份無效樣本，有效樣本共141份。

研究結果發現，學生使用網路學習工具是受到行為意圖影響，刺激行為意圖的因素為績效期望與社會影響，以績效期望影響較為顯著；績效期望則受到努力期望正向影響；各採用因素受不同干擾變數差異造成影響，干擾變數包含性別、年齡，資訊科技使用經驗與使用系統自願性。

With the advanced Internet technology and people’s enthusiasm to employ information technology to assist in learning, e-learning has rapidly spread in the learning environment, thus changed the long way of traditional education. As e-learning has changed along with the Internet technology, there exist different types of definition of e-learning and learning management systems at various stages. Nowadays the Internet has become the primary tool for learning management system.

In the e-learning field of research, there are many interest topics, such as: teaching methods, information processing…etc. Among them, the investigation of the motivation to use e-learning has the far-reaching impact, because the benefits of information technology can only be assessed from actual use. Thus, in promoting e-learning, the factors that influence the student’s employment of Internet learning tools will determine the effectiveness of e-learning implementation.

In reviewing the past e-learning motivational research, it is found that most research focused on individual intent that will affect the use of information technology. In addition to individual intent, researchers also included the social influence and facilitating conditions. This research applied the Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate the factors that influence the student’s use of Internet learning tools. Through the literature collection and organizing, a questionnaire then was employed to test three classes of students. A total of 150 questionnaires were returned. Nine invalid was eliminated and 141 was used in the analysis.

The research results showed that using the Internet learning tool was affected by user’s intention, it was, in turn, stimulated by performance expectancy and social influence. The effect of performance expectancy is more significant than that of social influence. And the performance expectancy is affected by the effort expectancy positively. Finally, the impact factors were also mediated by such variables as gender, age, experience, and voluntariness.

目錄
第一章、緒論................................................................................................................1
第一節、研究背景與動機....................................................................................1
第二節、研究目的................................................................................................2
第三節、研究範圍................................................................................................2
第四節、論文架構與研究流程............................................................................2
第貳章、文獻探討........................................................................................................5
第一節、數位學習(e-Learning)...........................................................................5
2-1-1、對於教學與商業的影響...................................................................8
2-1-2、數位學習系統演化...........................................................................9
2-1-3、數位學習研究議題.........................................................................11
2-1-4、網路學習工具之使用動機相關研究.............................................13
第二節、整合科技接受模式（Unified Theory of Acceptance and Use of Technology，UTAUT）.....................................................................................17
2-2-1、合理性行為理論.............................................................................17
2-2-2、科技接受模式.................................................................................18
2-2-3、動機模式.........................................................................................19
2-2-4、計畫行為理論.................................................................................20
2-2-5、TAM 與TPB 結合模式.................................................................21
2-2-6、PC 使用模式..................................................................................21
2-2-7、創新擴散理論.................................................................................22
2-2-8、社會認知理論.................................................................................23
2-2-9整合科技模式架構............................................................................25
第參章、研究方法......................................................................................................29
第一節、研究架構..............................................................................................29
第二節、操作變數定義......................................................................................30
第三節、研究假說..............................................................................................34
第四節、樣本選擇與問卷進行方式..................................................................37
3-4-1、問卷測試.........................................................................................37
3-4-2、樣本選擇與使用工具.....................................................................38
第五節、資料分析方法與工具..........................................................................40
第肆章、資料分析與討論..........................................................................................43
第一節、敘述性統計分析..................................................................................43
第二節、信效度分析..........................................................................................45
第三節、相關分析..............................................................................................47
第四節、假說驗證..............................................................................................48
第五節、假說驗證結果......................................................................................55
第伍章、結論與建議..................................................................................................59
第一節、研究結論與發現..................................................................................59
第二節、未來研究建議......................................................................................62
第三節、研究限制..............................................................................................63
參考文獻......................................................................................................................64
附錄一、正式問卷......................................................................................................69
圖目錄
《圖1-1》本研究流程................................................4
《圖2-1》TRA......................................................18
《圖2-2》TAM......................................................18
《圖2-3》TAM2.....................................................19
《圖2-4》TPB......................................................20
《圖2-5》C-TAM-TPB................................................21
《圖2-6》MPCU.....................................................22
《圖2-7》社會認知理論架構.........................................23
《圖2-8》科技接受之社會認知理論應用模式...........................24
《圖2-9》整合科技接受模式.........................................26
《圖3-1》本研究架構...............................................29
《圖4-1》驗證路徑.................................................50
表目錄
《表2-1》數位學習定義..............................................6
《表2-2》數位學習市場區隔..........................................9
《表2-3》影響使用意圖與行為之相關因素與理論.......................16
《表2-4》整合科技模式各構面引用理論及參考文獻.....................27
《表2-5》各干擾變數對不同構面有效影響.............................28
《表3-1》本研究操作定義及引用問卷.................................33
《表3-2》前測KMO量表..............................................37
《表3-3》轉軸後的成份矩陣與信度值.................................38
《表4-1》樣本分佈資料統計表.......................................44
《表4-2》KMO量表..................................................45
《表4-3》轉軸後的成份矩陣與信度分析...............................46
《表4-4》績效期望、努力期望、社會影響與行為意圖相關係數...........47
《表4-5》行為意圖、促成因素與實際行為相關係數.....................47
《表4-6》各因素對使用意圖之多元迴歸分析...........................49
《表4-7》努力期望對績效期望之迴歸分析.............................49
《表4-8》行為意圖、促成因素對實際行為之多元迴歸分析...............50
《表4-9》 不同性別對各構面之差異性分析表..........................51
《表4-10》 不同性別與三個外部變數對行為意圖之迴歸分析.............51
《表4-11》 不同性別與促成因素對實際行為之迴歸分析.................52
《表4-12》不同年齡對各構面之差異性分析表..........................52
《表4-13》 不同年齡與三個外部變數對行為意圖之迴歸分析。...........53
《表4-14》不同年齡與促成因素對實際行為之迴歸分析..................53
《表4-15》不同經驗層對各構面之差異性分析表........................54
《表4-16》不同經驗層與三個外部變數對行為意圖之迴歸分析............54
《表4-17》不同經驗層與促成因素對實際行為之迴歸分析................54
《表4-18》自願性對社會影響之差異性分析表..........................55
《表4-19》自願性與社會影響變數對使用意圖之迴歸分析................55
《表4-20》研究假說驗證結果........................................58

參考文獻
【中文】
【1】 呂斌南，2001，「e-Learning對組織發展與知識管理影響之個案研究」，東海大學管理研究所碩士論文。
【2】 邱皓政，2005，量化研究法（一）統計原理與分析技術，雙葉書廊有限公司
【3】 邱皓政，2006。，量化研究與統計分析(基礎版)，五南圖書出版公司
【4】 邱皓政，2006，結構方程模式：LISREL的理論、技術與應用，雙葉書廊有限公司
【5】 吳明隆，2007，SPSS統計應用學習實務：問卷分析與應用統計，加樺國際
【6】 邱玉菁，2005，數位學習教與學歷程研究 －以A高中實施之台北市教育局「電子書包實驗計畫」為例，世新大學碩士論文。
【7】 周文卿，2007，美國數位學習市場發展趨勢，MIC
【8】 周樹林，2005，2008台灣數位學習應用趨勢前瞻，MIC
【9】 陳彥青，2006，企業員工數位學習之學習風格與學習績效及其相關因素之研究：以資訊工業策進會為例，世新大學資訊傳播學碩士論文。
【10】陳人豪，2004，我國數位學習產業發展現況(三) ，經濟部工業局數位學習技術中心， http://www.elearn.org.tw/NR/exeres/104C1546-BEC8-46E7-B84D-4713C3EBF421.htm
【11】張博勛，2007，台灣數位學習產業發展現況，MIC
【12】資策會，2003，數位學習最佳指引，資策會教育訓練處，台北
【13】資策會，2006，重點產業數位學習導入現況調查分析表
【14】劉玟杰，2005，「數位課程設計之關鍵成功因素與台灣數位課程之分析」，中華大學
【15】蕭文龍，2007，多變量分析最佳入門實用書─SPSS+LISREAL(SEM)，諅峰資訊
【英文】
【1】 Ajzen, I.,& Fishbein, M. (1975). "Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research." Reading: Addison-Wesley Publishing Company, Inc.
【2】 Ajzen, I. (2002), Constructing a TPB Questionnaire: Conceptual and Methodological Considerations, [Online]. Available: http://www-unix.oit.umass.edu/~aizen/pdf/tpb.measurement.pdf (Feb. 15, 2003)
【3】 Alghazo, I. M. (2006). Student attitudes toward web-enhanced instruction in an educational technology course. College Student Journal, 40(3), 620.
【4】 Al-Gahtani, S. S., Hubona, G. S., & Wang, J. (2007). Information technology (IT) in saudi arabia: Culture and the acceptance and use of IT. Information & Management, 44(8), 681.
【5】 Andrade, J., Ares, J., García, R., Rodríguez, S., Seoane, M., & Suárez, S. Guidelines for the development of e-learning systems by means of proactive questions. Computers & Education, In Press, Corrected Proof
【6】 Anido, L. E., Fernández, M. J., Caeiro, M., Santos, J. M., Rodríguez, J. S., & Llamas, M. (2002). Educational metadata and brokerage for learning resources. Computers & Education, 38(4), 351-374.
【7】 Bock, G.W. & Kim, Y.G. (2002), Breaking the Myths of Rewards: An Exploratory Study of Attitudes about Knowledge Sharing, Information Resources Management Journal, pp.14-21.
【8】 Bock, G., Zmud, R. W., Kim, Y., & Lee, J. (2005). Behavioral intention formation in knowledge sharing: Examining the roles of extrinsic motivators, social-psychological forces, and organizational Climate1. MIS Quarterly, 29(1), 87.
【9】 Castañeda, J. A., Muñoz-Leiva, F., & Luque, T. (2007). Web acceptance model (WAM): Moderating effects of user experience. Information & Management, 44(4), 384-396.
【10】Chau, P. Y. K. (1996). An Empirical Assessment of a Modified Technology Acceptance Model, Journal of Management Information Systems. (13)2, pp. 185-204.
【11】Chang, S., & Tung, F. (2008). An empirical investigation of students'' behavioural intentions to use the online learning course websites. British Journal of Educational Technology, 39(1), 71.
【12】Chiu, C., Sun, S., Sun, P., & Ju, T. L. (2007). An empirical analysis of the antecedents of web-based learning continuance. Computers & Education, 49(4), 1224-1245.
【13】Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19(2), 189.
【14】Compeau, D., Higgins, C. A., & Huff, S. (1999). Social cognitive theory and individual reactions to computing technology: A longitudinal study. MIS Quarterly, 23(2), 145.
【15】Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Technology, MIS Quarterly. (13)3, 319.
【16】Davis, F. D., R. P. Baggozzi, & P. R. Warshaw. (1989). User Acceptance of Computer Technology: A Comparison of Two Theoretical Models, Management Science. (35)8, 982.
【17】Davis, F. D., Bagozzi, R. P., and Warshaw, P. R.,“Extrinsic and Intrinsic Motivation to Use Computers in the Workplace,” Journal of Applied Social Psychology, 22(14), 1992, pp. 1111-1132.
【18】Fertuck, L. (1982). A relational database system for student use. Computers & Education, 6(3), 295-298.
【19】Gefen, D., & Straub, D. W. (1997). Gender differences in the perception and use of E-mail: An extension to the technology acceptance model. MIS Quarterly, 21(4), 389.
【20】Hair, J.F., Anderson, R.E., Tatham, R.L. & Black, W.C. (2006), Multivariate Data Analysis, Prentice Hall.
【21】Hansen, T., Jensen, J. M., & Solgaard, H. S. (2004). Predicting online grocery buying intention: A comparison of the theory of reasoned action and the theory of planned behavior. International Journal of Information Management, 24(6), 539-550.
【22】Hennington, A., & Janz, B. D. (2007). Information systems and healthcare XVI: Physician adoption of electronic medical records: Applying the UTAUT model in a healthcare context. Communications of the Association for Information Systems, 19, 9.
【23】Hiltz, S. R., & Turoff, M. (2005). Education goes digital. Association for Computing Machinery.Communications of the ACM, 48(10), 59.
【24】Johnson, A., & Ruppert, S. (2002). An evaluation of accessibility in online learning management systems. Library Hi Tech, 20(4), 441.
【25】Karahanna, E., Straub, D. W., & Chervany, N. L. (1999). Information technology adoption across time: A cross-sectional comparison of pre-adoption and post-adoption beliefs. MIS Quarterly, 23(2), 183.
【26】Kakoli Bandyopadhyay, & Katherine. A. F. (2007). The effect of CuRure on user acceptance of information technology. Communications of the Association for Information Systems, 19, 27.
【27】Keller, C. (2005). Virtual learning environments: Three implementation perspectives. Learning, Media and Technology, 30(3), 299.
【28】Lee, S., Tsai, Y., & Jih, W. (. (2006). An empirical examination of customer perceptions of mobile advertising. Information Resources Management Journal, 19(4), 39.
【29】Lee, Y., Lee, J., & Lee, Z. (2006). Social influence on technology acceptance behavior: Self-identity theory perspective. Database for Advances in Information Systems, 37(2/3), 60.
【30】Lee, Y. (2008). The role of perceived resources in online learning adoption. Computers & Education, 50(4), 1423-1438.
【31】Liaw, S., Chen, G., & Huang, H. (2008). Users’ attitudes toward web-based collaborative learning systems for knowledge management. Computers & Education, 50(3), 950-961.
【32】Littlejohn, A., Falconer, I., & Mcgill, L. (2008). Characterising effective eLearning resources. Computers & Education, 50(3), 757-771.
【33】Martins, L. L., & Kellermanns, F. W.(2001), “USER ACCEPTANCE OF A WEB-BASED INFORMATION SYSTEM IN A NON-VOLUNTARY CONTEXT,” Twenty-Second International Conference on Information Systems
【34】Miller, D., Droge, C., & Toulouse, J. (1988), “Strategic Process and Content as Mediators Between Organizational Context and Structure,” Academy of Management Journal, 31, 544-569.
【35】Moore, G. C. and I. Benbasat. (1991). Development of an Instrument to Measure the Perceptions of Adopting an Information Technology Innvoation , Information Systems Research. (2)3, 192.
【36】Ngai, E. W. T., Poon, J. K. L., & Chan, Y. H. C. (2007). Empirical examination of the adoption of WebCT using TAM. Computers & Education, 48(2), 250-267.
【37】Ong, C., & Lai, J. (2006). Gender differences in perceptions and relationships among dominants of e-learning acceptance. Computers in Human Behavior, 22(5), 816-829.
【38】Parameswaran, M., & Whinston, A. B. (2007). Research issues in social computing *. Journal of the Association for Information Systems, 8(6), 336.
【39】Parameswaran, M., & Whinston, A. B. (2007). Social computing: An overview. Communications of the Association for Information Systems, 19, 13.
【40】Pahl, C. (2003). Managing evolution and change in web-based teaching and learning environments. Computers & Education, 40(2), 99-114.
【41】Park, J., Yang, S., & Lehto, X. (2007). Adoption of mobile technologies for chinese consumers. Journal of Electronic Commerce Research, 8(3), 196.
【42】Park, N., Lee, K. M., & Cheong, P. H. (2007). University instructors’ acceptance of electronic courseware: An application of the technology acceptance model. Journal of Computer-Mediated Communication, 13(1), 163-186.
【43】Pituch, K. A., & Lee, Y. (2006). The influence of system characteristics on e-learning use. Computers & Education, 47(2), 222-244.
【44】Premachandra, I. M. (1991). A spreadsheet program for learning some aspects of project management. Computers & Education, 17(3), 235-242.
【45】Saadé, R. G., & Kira, D. (2007). Mediating the impact of technology usage on perceived ease of use by anxiety. Computers & Education, 49(4), 1189-1204.
【46】Selim, H. M. (2003). An empirical investigation of student acceptance of course websites. Computers & Education, 40(4), 343-360.
【47】Selim, H. M. (2007). Critical success factors for e-learning acceptance: Confirmatory factor models. Computers & Education, 49(2), 396-413.
【48】Shee, D. Y., & Wang, Y. (2008). Multi-criteria evaluation of the web-based e-learning system: A methodology based on learner satisfaction and its applications. Computers & Education, 50(3), 894-905.
【49】Shih, M., Feng, J., & Tsai, C. Research and trends in the field of e-learning from 2001 to 2005: A content analysis of cognitive studies in selected journals. Computers & Education, In Press, Corrected Proof
【50】Shih, H. (2008). Using a cognition-motivation-control view to assess the adoption intention for web-based learning. Computers & Education, 50(1), 327-337.
【51】Taylor, S., & Todd, P. A. (1995). Understanding information technology usage: A test of competing models. Information Systems Research, 6(2), 144.
【52】Taylor, S., & Todd, P. (1995). Decomposition and crossover effects in the theory of planned behavior: A study of consumer adoption intentions. International Journal of Research in Marketing, 12(2), 137.
【53】Thompson, R. L., Higgins, C. A., & Howell, J. M. (1991). Personal computing: Toward a conceptual model of utilization. MIS Quarterly, 15(1), 125.
【54】Velázquez-Iturbide, J. Á, Pareja-Flores, C., & Urquiza-Fuentes, J. (2008). An approach to effortless construction of program animations. Computers & Education, 50(1), 179-192.
【55】Venkatesh, V., and Davis, F. D., “A theoretical extension of the technology acceptance model: Four longitudinal field studies,” Management Science, 46( 2), Linthicum: Feb 2000, pp. 186-204.
【56】Venkatesh, V., and Morris, M. G., “Why Don’t Men Ever Stop to Ask For Directions? Gender, Social Influence, and Their Role in Technology Acceptance and Usage Behavior”, MIS Quarterly (24:1), 2000, pp. 115-139.
【57】Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view1. MIS Quarterly, 27(3), 425.
【58】Wentling, T. L., & Park, J. (2002). Cost Analysis of E-Learning: A Case Study of A University Program. Retrived 5/27/2005, from,http://learning.ncsa.uiuc.edu/papers/AHRD2002_wentling-park.pdf
【59】Wood, L. A. (1984). Some experiences with CAL in geotechnical engineering. Computers & Education, 8(1), 133-135.
【60】Woolley, D. J., & Eining, M. M. (2006). Software piracy among accounting students: A longitudinal comparison of changes and sensitivity. Journal of Information Systems, 20(1), 49.