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研究生:楊媛祺
研究生(外文):Yuan-Chi Yang
論文名稱:探討系統特徵與使用者特徵對課程回饋系統之影響
論文名稱(外文):Exploring the Effect of System and User Characteristics on Class Response Systems
指導教授:孫惠民孫惠民引用關係
指導教授(外文):Huey-Min Sun
口試委員:柯志鴻蕭漢威
口試委員(外文):Chih-Horng KeHan-Wei Hsiao
口試日期:99/07/28
學位類別:碩士
校院名稱:長榮大學
系所名稱:資訊管理學系碩士班
學門:電算機學門
學類:電算機一般學類
論文種類:學術論文
論文出版年:2010
畢業學年度:98
語文別:中文
論文頁數:94
中文關鍵詞:科技接受模式(TAM)課程回饋式系統(CRS)系統特徵使用者特徵
外文關鍵詞:Technology Acceptance ModelClassroom Response SystemSystem CharacteristicsUser Characteristics
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本研究探討系統與使用者特徵對於網際網路的課程回饋系統(Classroom Response System)之影響。研究的結果期望被用在數位學習的領域以便學生能容易這介面來獲取更多的學習資源。受測系統能提供互動教學內容、小考、學習紀錄、同步教室、作業管理、問題庫管理與教學材料管理功能。為了探索學生使用該系統的意圖,我們以科技接受模式為基礎來設計問卷。基於科技接受模式的相關研究與文獻,外在變數可分為兩類特性,使用者特徵(自我效能、主觀規範與個人在資訊科技的創新)以及系統特徵(知覺娛樂性、介面型態與互動性)。這些變數是用來探索知覺有用性、知覺易用性與使用態度。
研究發現使用者特徵中主觀規範及個人創新在IT對知覺有用性是具有相關性的,而自我效能並不會對知覺有用性有正相關。而使用者特徵對易用性中,主觀規範並不會對知覺易用性有正相關,自我效能及自我創新在IT對知覺易用性是具有正相關。而在使用者特徵對使用態度中顯示,主觀規範及自我效能是有正相關的,而個人創新在IT對使用態度並不會直接影響,而是透過有用性及易用性間接影響使用態度。系統特徵中,知覺娛樂性對有用性、易用性及態度都具有正相關;介面型態及互動性都對有用性不具正相關,但對易用性及使用態度具正相關。
This study explores the effect of system and user characteristics on classroom response systems based on Internet. The results of research are expected to the E-learning field such that students can easy to use the interface to get more learning resources. The system can supply interactive teaching contents, quiz, learning track, synchronous classroom, assignment management, questions management, and teaching material management functions. In order to explore the intention of users for using the system, we design the questionnaire based on the technology acceptance model (TAM). Based on relevant research and literature on the TAM, the external variables are divided into two kinds of features, named user characteristics (self-efficacy, subjective norm, and personal innovation in IT) and system characteristics (perceived playfulness, interface style, and interactivity), and are used to explore the effect on perceived usefulness, perceived ease of use, and attitude toward using.
In the experimental design, two classes (one for experiment group and the other for reference group) taking the visual programming curriculum are observed. In the data collection, we not only adopt questionnaire to acquire the quantitative data, but also include qualitative questionnaire to explore the deep motivation of using.
目錄
中文摘要 I
Abstract II
目錄 III
表目錄 V
圖目錄 VI
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 研究假說與限制 3
第四節 研究流程 5
第二章 文獻探討 6
第一節 課程回饋系統 6
第二節 科技接受模式 8
第三章 系統功能 20
第四章 研究方法 24
第一節 研究架構與假說 24
第二節 研究假說 25
第三節 研究變數與操作型定義 31
第四節 問卷設計 34
第五節 資料分析法 35
第五章 研究設計 38
第一節 實驗設計 38
第二節 敘述統計分析 39
第三節 信、效度衡量 41
第四節 相關分析 42
第五節 變異數分析 43
第六節 線性結構方程模式 44
第六章 學習成績分析 53
第七章 結論與建議 55
第一節 結論 55
第二節 建議 64
第三節 研究限制 65
參考文獻 66
課程回饋系統之科技接受評估問卷 79
課程回饋系統之科技接受訪談分析 83

表目錄

表1 基本資料統計報表 40
表2 變數初步分析 40
表3 問卷信度分析 41
表4 相關矩陣 43
表5 人口統計ANOVA P-值表 43
表6 模式配適度評估表 45
表7 SEM整體路徑分析結果 47
表8 實驗組短期之路徑分析 49
表9 對照組短期之路徑分析 51
表10 實驗組及對照組平均及標準差 53
表11 研究假說彙整表 55

圖目錄
圖1 研究步驟 5
圖2 科技接受模式(Davis 1989) 9
圖3 課程回饋系統主要功能 20
圖4 課程回饋系統教學情形 21
圖5 課程回饋問答情形(學生畫面) 22
圖6 課程回饋系統(教師畫面) 22
圖7 一般發問回饋畫面(教師畫面) 23
圖8 研究架構圖 24
圖9 實驗時程 39
圖10 本研究修正後模式路徑圖 45
圖11 實驗組短期使用SEM圖 49
圖12 對照組短期使用SEM圖 51
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