臺灣博碩士論文加值系統

隨者網際網路技術的快速發展，近年來網路學習系統已演變成一種廣受歡迎的資訊科技。然而目前甚少研究在探討到底是那些因素會影響使用者持續使用網路學習系統。對網路學習者而言，若能更加了解這些因素在學習者持續學習所扮演的角色，將有助於從事教育工作者彈性調整教學方法以利改善學習成效。本研究使用「期望確認理論」結合「計劃行為理論」、「科技接受模型」的模型並加入「神迷經驗」、「認知價值」與「認知品質」等三個外部因素進而提出一個影響網路學習持續行為意圖的綜合模型。研究方法乃透過網路問卷調查，來驗證所提出之研究假說。本研究的有效樣本為381個，資料分析先以驗證性因素分析來檢視各研究構面的信度與效度，再以結構化方程模式分析本研究所提出的模型。研究結果分析發現，影響持續使用網路學習的因素有「主觀規範」、「行為控制」、「滿意度」和「認知有用」。影響持續使用網路學習的滿意度的因素有「認知有用」、「認知樂趣」、「認知價值」、「認知易用」和「確認」，但「認知易用」和「認知樂趣」因素則不顯著。研究結果可以提供網路學習使用者與發展者做參考，希望未來能發展一個讓學習者願意持續使用的網路學習環境。

With increasing Internet usage, e-learning has been a highly popular e-commerce application in recent years. However, few studies have investigated what factors influence learners to continue to use the e-learning information technologies. With a better understanding of these factors’ role in learners’ continuance intention, practitioners should be able to make adjustments in their teaching plans that should help enhance the learning performance. This study applies the expectation confirmation model (ECM) with TAM and TPB models that incorporates perceived Web quality, perceived enjoyment and perceived values as external factors to explain learners’ continued intention of e-learning. The proposed model was empirically evaluated using survey data collected from 381 users about their perceptions of e-learning. The results indicate that continued intention of e-learning is determined by subject norm, perceived behavior control, satisfaction and perceived usefulness. The results also point out the satisfaction of e-learning is influenced by perceived values, confirmation and perceived usefulness, but perceived ease of use and perceived enjoyment are not a significant factor. The results can provide Internet users with the development of learning to do reference.

目錄
1 緒論 1
2 文獻探討 4
2.1 期望確定理論(ECM) 4
2.2 科技接受模式(TAM) 6
2.3 計劃行為理論(TPB) 7
3 研究模型與假說 13
3.1 研究架構 13
3.2 研究假說 15
3.2.1. 期望確定模型 15
3.2.2. 期望確定模型中加入認知易用 16
3.2.3. 期望確定模型中加入認知樂趣 17
3.2.4. 合併期望確定模型和計劃行為理論 19
3.2.5. 期望確定模型中加入認知網站品質與認知價值　20
4 研究方法 23
4.1 研究對象與資料收集 23
4.2 問卷變量測量 25
4.3 資料分析方法與工具 27
5 研究結果 28
5.1 測量模式 28
5.1.1. 收斂效度　28
5.1.2. 區別效度　30
5.2. 結構化模式分析 35
5.2. 結構模式 35
6 討論 40
7 研究限制與結論 42
參考文獻 45
附錄A 51


表目錄
表2-1 計劃行為理論的相關研究 10
表2-1 計劃行為理論的相關研究(續) 11
表2-1 計劃行為理論的相關研究(續) 12
表4-1 受訪者基本資料 24
表4-2 構面的定義 26
表5-1 信度與效度分析表 29
表5-2 測量變項之區別效度檢定 31
表5-2 測量變項之區別效度檢定(續) 32
表5-2 測量變項之區別效度檢定(續) 33
表5-2 測量變項之區別效度檢定(續) 34
表5-3 模型配適度指標值 35
表5-4 假說驗證結果 38
表5-4 假說驗證結果(續) 39
圖目錄
圖2-1 期望確定模型 4
圖3-1 本研究模型 14
圖5-1 標準化路徑分析結果 37

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