臺灣博碩士論文加值系統

由於知識時代的來臨，知識成為最受組織所重視的資源與生產要素，¬而透過資訊科技的協助使得知識移轉的成果更為出色。然而知識移轉要能達到較好的效能而不產生失真，除了透過工具與媒介的輔助之外，認知系統的風格也扮演了重要的角色。本研究在以資訊科技為媒介的知識移轉環境基礎下，探討知識提供者與知識接受者的認知系統對知識移轉效能之影響，本研究採實驗法進行研究，並採用t檢定與ANOVA分析來檢定認知系統相容性對知識移轉效能的影響。實驗中使用藏圖測驗，從31名知識提供者與109名知識接受者中篩選出認知風格為場地獨立性與場地依賴性的知識提供者各5名與知識接受者各30名進行實驗，透過知識移轉平台學習專業知識後，再衡量其學習績效與學習成效。研究結果顯示：(1) 知識提供者的認知系統風格對知識移轉績效沒有顯著的影響；(2) 知識接受者的認知系統風格對知識移轉績效有顯著的影響，場地獨立型的知識接受者知識移轉績效顯著優於場地依賴型知識接受者；(3) 當知識提供者與知識接受者的認知系統風格皆為場地獨立型時，其知識移轉績效最好，而認知系統風格皆為場地依賴型時其知識移轉績效雖然次之，但是相較於認知風格不具相容性的組合其績效並沒有顯著的差異；(4) 學習成效的檢驗顯示場地依賴型的知識接受者對於場地依賴型的知識提供者之知識物件較有學習興趣，且認為更可以從其中獲得知識及統整知識的能力。

With the advent of knowledge economy, knowledge asset is one of the most important resources for an organization. Information technology (IT) has been convinced one of the key successes to knowledge transfer. However, the transfer performance depends not only on the IT tools or media, but on the style of cognitive system. This thesis conducts an experimental study that examines the effect of knowledge provider’s and receiver’s cognitive system consistency on the knowledge transfer performance. The experiment is established under the IT-enabled media. According to the result of GEFT (Group Embedded Figures Test) for 31 subjects, this study selects 5 knowledge providers having the field-independence style and 5 having field-dependence style, respectively. Also, based on another GEFT, this study selects 30 knowledge receivers having the field-independence style and 30 having field-dependence style from 109 subjects. The evaluation criterion as the transfer performance is based on the receiver’s performance. Opinions from subjects for the way to receive knowledge with respect to the style of cognitive system are also collected and summarized. The t-test and ANOVA are used to analyze the collected data. Research results indicate that (1) Overall, the style of cognitive system of knowledge providers shows no significant effect on transfer performance. (2) Overall, the style of cognitive system of knowledge receiver shows a significant effect on transfer performance. Particularly, the performance of knowledge receiver having field-independence style is significantly better than that of field-dependence style. (3) The transfer performance shows the best when the knowledge provider and the knowledge receiver have the same cognitive system of field-independence style. (4) The summarized opinions of receiving knowledge indicate that knowledge receivers having field-dependence style are more likely to perceive the knowledge objects developed by knowledge providers having field-dependence style, particularly having the better ability to obtain and internalize the received knowledge.

致謝
摘要
目錄
表目錄
圖目錄
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 3
第三節 論文架構 4
第二章 文獻探討 5
第一節 知識管理之內涵 5
第二節 知識移轉 12
一、知識移轉之定義 12
二、知識移轉之相關議題 13
第三節 資訊科技(Information Technology, IT) 17
一、資訊科技之定義 17
二、資訊科技在知識管理的應用 17
三、資訊科技與知識移轉 20
第四節 認知系統 25
一、認知科學 25
二、認知心理學 26
三、認知系統 28
四、認知風格 30
第三章 研究方法 38
第一節 研究架構 38
第二節 研究假說 39
第三節 研究樣本 40
第四節 研究環境 41
一、實驗環境簡介 41
二、實驗平台功能 41
第五節 研究工具 43
一、團體藏圖測驗 43
二、知識類型 44
三、知識移轉成效 44
第六節 研究步驟 46
第七節 資料分析方法 47
一、成對樣本t檢定 (Paired Samples t Test) 47
二、獨立樣本t檢定 (Independent Sample t Test) 47
三、二因子變異數分析 (Two-way ANOVA) 47
第四章 研究結果與討論 49
第一節 知識提供者階段 49
一、藏圖測驗 49
二、製作知識物件 50
第二節 知識接受者階段 52
一、藏圖測驗 52
二、學習知識物件 53
三、實驗樣本 53
第三節 知識移轉績效 55
一、實驗結果 55
二、討論 58
第四節 知識提供者認知風格與知識移轉績效之關係 59
一、實驗結果 59
二、討論 59
第五節 知識接受者認知風格與知識移轉績效之關係 61
一、實驗結果 61
二、討論 61
第六節 認知風格相容性與知識移轉績效之關係 63
一、實驗結果 63
二、討論 72
第七節 知識移轉學習成效 75
一、認知技能發展 75
二、認知學習 76
三、學習興趣 77
第五章 結論與建議 81
第一節 研究結論 81
第二節 研究限制與建議 82
第三節 未來研究 82
參考文獻 84
附錄一 藏圖測驗 96
附錄二 專業知識衡量 101
附錄二 專業知識衡量 102

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