臺灣博碩士論文加值系統

本研究試圖以科技接受模型（Technology Acceptance Model）、計畫行為理論（Theory of Planned Behavior）、和整合性科技接受與應用模式（Unified Theory of Acceptance and Use of Technology）為基礎，延伸發展提出一概念模型探討學生對於使用電子學習系統之意圖，並以一選定大學內從原先Blackboard平台改用為Moodle平台之遷移為例。本研究提出之模型中最初考慮共有10個因素：認知易用性（PEOU）、感知有用性（PU）、態度（ATT）、主觀規範（SN）、知覺行為控制（PBC）、有利條件（FC）、自我效能感（SE）、感知使用者介面設計（PUID）、感知互動性（PI）和行為意圖（BI），和15個假設來衡量學生在從Blackboard平台換至Moodle平台時使用電子學習系統的使用意圖。
本研究藉由線上問卷及於課堂上發放實體問卷的方式蒐集所需的資料，接著使用結構方程模型（SEM）分析。結果顯示，該所選大學在2004年從Blackboard線上平台更換至Moodle平台的同時產生了些許使用者適應上的問題。本研究後段根據先前結果提出一個新的模型，除去了兩個較為不顯著的因素及多加上一個假設，分析結果得知直接影響使用意圖（BI）最甚者為知覺行為控制（PBC）因素。於本研究的發現可提供未來的電子學習系統設計參考的方向，予以提高其操作的性能。

This study tries to investigate students’ intention in using e-learning systems with a migration case from Blackboard platform to Moodle in one selected university by applying a proposed extended conceptual model based on Technology Acceptance Model (TAM), Theory of Planned Behavior (TPB), and Unified Theory of Acceptance and Use of Technology (UTAUT) as the approach. A total of 10 factors namely Perceived Ease of Use (PEOU), Perceived Usefulness (PU), Attitude (ATT), Subjective Norms (SN), Perceived Behavior Control (PBC), Facilitating Condition (FC), Self-Efficacy (SE), Perceived User Interface Design (PUID), Perceived Interactivity (PI), and Behavior Intention (BI), and 15 hypotheses are originally considered in the proposed model to measure students’ intention to use e-learning system when migrating from Blackboard to Moodle system. The present study distributed web-based questionnaires online and hard copies in classes to gather the necessary information. A structural Equation Modeling (SEM) was then employed to analyze the originally proposed model. Results showed that the selected university brought an adaptation issue when conducting the process of migrating Blackboard system to Moodle system since 2004. Study further proposed a new model by eliminating two insignificant factors and adding one hypothesis. The result revealed that PBC factor has the most directly influential effect on BI. The finding in present study can be considered the suggestions for future e-learning system design to enhance its performance.

Abstract
中文摘要
Table of Contents
List of Figures
List of Tables
Chapter 1 Introduction
1.1 Research Background
1.2 Research Objectives
1.3 Research Outline
Chapter 2 Literature Review
2.1 Blackboard Learning System
2.2 Moodle Learning System
2.3 Technology Acceptance Model (TAM)
2.4 Theory of Planned Behavior (TPB)
2.5 Unified Theory of Acceptance and Use of Technology (UTAUT)
2.6 Tools for Assessing the Reliability of Scales
2.7 Path Model
2.8 Structural Equation Modeling (SEM)
2.9 Model Fit
Chapter 3 Research Methodology
3.1 Research Model and Hypotheses
3.2 Model Development
3.2.1 Perceived Ease of Use (PEOU)
3.2.2 Perceived Usefulness (PU)
3.2.3 Attitude (ATT)
3.2.4 Subjective Norms (SN)
3.2.5 Perceived Behavior Control (PBC)
3.2.6 Facilitating Condition (FC)
3.2.7 Self-Efficacy (SE)
3.2.8 Perceived User Interface Design (PUID)
3.2.9 Perceived Interactivity (PI)
3.2.10 Behavior Intention (BI)
3.3 Factors-proposed Model Hypotheses
3.4 Questionnaire Design
Chapter 4 Results and Discussion
4.1 Questionnaire Results and Evaluation
4.1.1 Evaluation of Questionnaire Reliability and Validity
4.1.2 Model Results
4.2 Model Revision
4.2.1 Evaluation of Questionnaire Reliability and Validity
4.2.2 Model Results
Chapter 5 Conclusion and Future Study
5.1 Conclusion
5.2 Research Limitations
5.3 Future Study and Suggestions
References
Appendix

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