臺灣博碩士論文加值系統

資訊系統研究中有許多的使用者接受模式(User Acceptance Model)。Venkatesh 等人(2003)提出以八個主要使用者接受模式發展出UTAUT（整合性科技接受模式）的使用者接受模式升級版，因這個模式為近年來的產物，將此模式驗證於其他的資訊科技與環境乃是必要的。
部落格(Blog)在近年間已蔚為風潮，彰化縣政府對部落格的推動也非常的積極。本研究以問卷調查方式依據UTAUT模式並輔以功能性（Function capability）及自我效能(Self-efficacy)於教學領域中探討教師對部落格的接受度。
本研究發現，影響教師接受部落格的因素符合UTAUT所探討之因素。其中以自我效能、預期績效、心力耗費、助益環境及功能性最具影響，另其控制變數（年齡、性別、經驗）更可提升影響的解釋力。

In the study of technology acceptance, user behavior intention and usage are used as determinants. This study used Unified Theory of Acceptance and Use of Technology (UTAUT) to explore the acceptance of blog by schools teachers in the upraising technology of Blog.

The recent trend of blog has taken the world by storm, it is on the list of promotional priority of the Changhua County Government. This study examined the teachers’ acceptance of blogs through questionnaire survey method. A total of 283 valid questionnaires were obtained from active teacher bloggers. Statistical methods included descriptive statistics, factor analysis, correlation analysis, path analysis.

The result shown a congruency to the findings in UTAUT. Factors like self-efficacy, performance expectancy, effort expectancy, facilitating conditions and functional capability are determinants of acceptance by teachers. Moderating factors like age, gender and experience played an important role in explaining the influences.

Cover
簽名頁
博碩士論文暨電子檔案上網授權書 iii
ACKNOWLEDGEMENTS vi
CONTENT vii
CONTENT OF FIGURES x
CONTENT OF TABLES xi
Chapter I. Introduction 1
1.1 Background 1
1.2 Motivation 2
1.3 Purpose of Study 3
1.4 Limitations 4
1.5 Research Procedure 4
Chapter II. Literature Review 6
2.1 Technology Acceptance Models 6
2.1.1 Unified Theory of Acceptance and Use of Technology (UTAUT) 8
2.1.2 The Moderators 13
2.2 Self-efficacy 13
2.3 Functional Capability 14
2.4 Blog…..……………………………………………………………….…………..14
2.2.1 Blog in educational setting 16
2.2.2 Changhua County Plog 16
2.2.3 Characteristics of Blog 17
2.5 Review 20
Chapter III. Methodology 21
3.1 Research Model 21
3.2 Hypotheses 24
3.3 Variables and Operational Definition 26
3.3.1 Independent Variables 26
3.3.2 Dependent Variables 28
3.3.3 Demographic Variables 29
3.4 Sampling 29
3.4.1 Sampling Criteria 29
3.4.2 Teacher Bloggers 29
3.4.3 Active Bloggers 30
3.4.4 Sampling Strategy 31
3.4.4 Pretest 31
3.3 Data analysis and tools 39
3.3.1 Descriptive Analysis 39
3.3.2 Reliability and Validity Analysis 39
3.4.3 Correlation Analysis 40
3.3.3 Compare the Means 40
3.3.4 Path Analysis 40
Chapter IV. Data Analysis and Result 41
4.1. Descriptive Statistics 41
4.1.1 Demographic Distribution 41
4.1.2 Distribution of Items of measurement 43
4.2 Reliability and Validity Analysis 45
4.3 Correlation analysis 49
4.4 Path Analysis 50
4.5 Mean test 55
Chapter V. Discussion 65
5.1 Discussion of Result 65
5.2 Future Work 68
5.3 Conclusion 68
References 69
Appendix 1 77
Appendix 2 79

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