臺灣博碩士論文加值系統

中 文 摘 要
隨著科技產業的成長壯大，具有強大功能的LED產品誕生了，它可以徹底改善教學過程中所需光源的不足，但教師的採納意願並不高。過去學者較關注資訊科技融入國小教學之接受意願，本文則是將焦點放在LED產品融入國小教學上，並以在西方發展完善的科技接受模式(TAM)為理論基礎，探討國小學校採納LED產品的意願，以及影響LED產品採納意願的外在因素為何。
基於上述目的，本研究以國小教育人員為研究對象，根據文獻結果整理相關量表，並以問卷調查的方式對研究對象進行立意抽樣調查以獲取數據，總計發放問卷221份問卷，扣除部份問項漏答者，有效問卷共計200份，問卷有效率90.50%。
研究結果發現：(1)不同學校規模之LED採納意願並無明顯差異性，具有使用LED產品使用經驗學校之教師更願意採納LED產品於國小教學；(2)TAM基本假設成立，只有LED特徵對知覺易用性的影響並不明顯，本研究推測這可能與LED產品的相對優勢、相容性和複雜性相關。(3)除LED特徵對易用性影響不明顯外，外部變項與個人信念的關係基本獲得支持，其中「組織因素」對自覺有用性和自覺易用性的影響力最高。
關鍵詞：科技接受模式、LED、知覺易用性、知覺有用性、採納意願

ABSTRACT
With the development of science and technology, the LED product with powerful functions comes into being. It can completely change the defects of general light source needed in the teaching process, but the teachers’ adoption intention of LED product are not high. The former researchers focus on the adoption intention of information technology integrating into primary school teaching. This study adopted the technology acceptance model (TAM) as theoretical framework to examine the factors that influenced the adoption intention of integrating LED into teaching of elementary schools.
Based on the above research purpose, this study takes committees of elementary schools as research objects, and arranges related scale based on the literature results, and the data collected by questionnaire and purposive sampling is taken as sampling technique. Totally 221 questionnaires were sent out and 200 valid ones were retrieved.
The research has discovered that (1)With diverse scale of schools, elementary school teachers’ adoption intention of LED product is not significantly different, but elementary school teachers who have more application experience of LED product more likely to integrate LED into teaching of elementary schools; (2) The basic hypothesis proposed by TAM were supported except that LED characteristic has no significant effect on the perceived easy using, and we guess that it is related to the LED products’ relative advantage, compatibility and complexity. (3)The external variables have significant effect on internal beliefs except that LED characteristic has no significant effect on the perceived easy using, and organizational factors have the most powerful effect on perceived easy using and perceived usefulness.
Key words: Technology Acceptance Model, LED, Perceived Easy Using, Perceived Usefulness, Adoption Intention.

目 錄
中 文 摘 要 i
ABSTRACT ii
目 錄 iv
圖 目 錄 vi
表 目 錄 vii
第一章 緒論 1
1.1 研究背景與動機 1
1.2 研究目的 2
1.3 研究範圍 3
1.4 研究流程與限制 4
第二章 文獻探討 6
2.1 LED產品介紹 6
2.2 科技接受模式 14
2.3 科技接受模式相關實證研究 21
第三章 研究方法 34
3.1 研究假設 34
3.2 研究架構 38
3.3 問卷設計 39
3.4 研究設計 48
3.5 資料分析方法 49
第四章 資料分析與結果 52
4.1 樣本結構分析 52
4.2 信度與效度分析 55
4.3 變異數分析 61
4.4 階層線性迴歸分析 62
4.5 研究發現與討論 69
第五章 結論與建議 78
5.1 研究結論 78
5.2 管理意涵 81
5.3 後續研究建議 83
參考文獻 85
附錄一 預試問卷 97
附錄二 正式問卷 101
誌謝 104
簡歷 105


圖 目 錄
圖1-1 本研究的研究流程 5

圖2-1 LED的發光原理 6
圖2-2 LED相關應用發展沿革 10
圖2-3 LED下游主要應用市場分佈 10
圖2-4技術接受模型 16

圖3-1 研究架構圖 ……………………………………………39

表 目 錄
表2-1不同科技接受模型的變數比較分析 27
表2-2不同應用系統科技接受模型主要因素之比較分析 28
表2-3 研究方法比較研究 32

表3-1 相關係數之強度大小與意義 ……………………………43
表3-2知覺有用性之項目分析結果摘要表………………………44
表3-3知覺易用性之項目分析結果摘要表 …………………… 45
表3-4組織因素之項目分析結果摘要表 ……………………… 45
表3-5 LED特徵量表之項目分析結果摘要表 ………………… 46
表3-6 結果可展示性量表之項目分析結果摘要表 …………… 46
表3-7 採納意願量表之項目分析結果摘要表 ………………… 47
表3-8 正式問卷設計 …………………………………………… 47

表4-1 樣本之LED產品使用行為 ……………………………… 53
表4-2 樣本之性別現況 ………………………………………… 53
表4-3 樣本之年齡現況 ………………………………………… 53
表4-4 樣本之教育水準現況 …………………………………… 54
表4-5 樣本之服務年資現況 …………………………………… 54
表4-6 樣本之學校規模現況 ……………………………………55
表4-7 研究變數信度分析結果 ………………………………… 56
表4-8 外部因素驗證性因素分析 ………………………………58
表4-9內部因素驗證性因素分析…………………………………59
表4-10採納意願驗證性因素分析……………………………… 60
表4-11 區分效度及各個構面相關係數表……………………… 60
表4-12 不同學校規模之LED採納意願差異性檢視…………… 61
表4-13不同使用經驗之LED採納意願差異性檢視…………… 62
表4-14 內部信念對LED採納意願的階層迴歸分析…………… 63
表4-15外部因素與知覺易用性的階層迴歸分析……………… 65
表4-16 外部因素與知覺有用性的階層迴歸分析……………… 67
表4-17知覺易用性與知覺有用性的階層迴歸分析…………… 68
表4-18 組織因素與LED採納意願的階層迴歸分析…………… 69

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