臺灣博碩士論文加值系統

本研究旨在探討大學生使用iPad解決特定學業問題的態度及相關歷程，藉此了解有哪些因素會影響到他們的接受程度，以及實際使用的情況。研究中乃依據文獻分析，使用Davis、Bagozzi 與 Warshaw(1989)等人提出之精簡後的科技接受度模式為理論基礎，共包含以下變項:認知有用性(PU)、認知易用性(PEOU)與使用行為意圖(BI)，外部變數則是iPad自我效能(SE)。本研究透過問卷調查法探討影響大學生對於iPad的接受程度。同時設計一系列學習任務，以觀察的方式，探討他們使用iPad處理特定學業問題的歷程。
本研究共計392位資訊相關科系的大學生參與問卷調查，以及其中的20位參與者參與觀察歷程。研究資料進一步統整分析得出以下結論。
研究結果顯示：
一、 大學生的iPad自我效能不僅能正向影響其使用iPad的認知有用性感受，亦正向影響其使用iPad的認知易用性感受。
二、 大學生使用iPad的認知易用性不僅能正向影響其認知有用性感受，而且會進一步影響其使用行為意圖感受。
三、 大學生使用iPad的認知有用性能正向影響其使用行為意圖感受。
四、 大學生在操作iPad時，會直接移轉操作桌上型電腦的習慣來使用iPad；且在找資料時，除了有多工處理的情形之外，通常會直接搜尋，使用搜尋引擎的功能。
五、 大學生對於操作iPad有高估自己能力的現象，即使iPad自我效能分數相當高但在實際操作iPad上卻不如其所呈現。
六、 大學生的認知有用性與使用意圖的分數多半偏高，但實際上對於iPad的操作與熟悉程度不如自身所預期。

This study grounded on the technology acceptance model, aimed to explore the factors that might influence university students’ technology acceptance and use of iPad. 392 subjects with a major in the area of information technology were recruited and participated in the survey research. Additionally, 20 of them were invited to interact with the iPad to accomplish a series of given task and their perceived usefulness and ease of using iPad. Second, their perceived ease of using iPad significantly predicted their perceived usefulness and intention of use. Third, their perceived usefulness significantly predicted their intention to use the iPad. Last, while being assigned a task for searching the papers, subjects can easily transfer their experience of using the desktop to the iPad, including starting with the search agent icons instead of reading the links embedded in the content page.

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與待答問題 6
第三節 名詞釋義 7
第四節 研究範圍與限制 8
第五節 預期研究貢獻 9
第二章 文獻探討 10
第一節 科技接受模式 10
第二節 數位原生代 22
第三節 問題解決 29
第三章 研究方法與設計 36
第一節 研究對象 36
第二節 研究架構 38
第三節 研究方法與工具 39
第四節 資料分析 50
第四章 研究結果與討論 52
第一節 研究樣本回收及描述性統計 52
第二節 研究假設驗證結果 57
第三節 觀察結果 62
第五章 結論與建議 76
第一節 研究結論 76
第二節 研究建議 80
參考文獻 84
一、中文部分 84
二、西文部分 85
附錄 89
一、專家問卷效度及修正後問卷 89
二、正式問卷 92
三、操作iPad簡易介面與功能按鈕說明 95
表 次
表2-1 國內外科技接受模式相關研究 ...................................................................... 20
表2-2 IDEAL問題解決模式 ..................................................................................... 31
表2-3 問題解決歷程 .................................................................................................. 33
表3-1 某私立大學100學年度第二學期各學院人數統計表 .................................. 36
表3-2 札式問卷回收率 .............................................................................................. 37
表3-3 變項操作化彙整 .............................................................................................. 40
表3-4 專家效度諮詢名單 .......................................................................................... 42
表3-5 IPAD科技接受度預詴問卷之信效度（N=123） ........................................... 43
表3-6 IPAD科技接受度札式問卷之信效度（N=392） ........................................... 44
表3-7 問題解決任務五階段內容 .............................................................................. 47
表3-8 問題解決任務進行路徑記錄 .......................................................................... 50
表4-1數位原生基本背景資料分布統計表(N=392) ................................................ 53
表4-2 IPAD科技接受度各變項帄均數與標準差（N=392） ................................... 56
表4-3 研究構陎間相關性 .......................................................................................... 57
表4-4 IPAD自我效能對認知有用性之迴歸統計結果 .............................................. 58
表4-5 IPAD自我效能對認知易用性之迴歸統計結果 .............................................. 59
表4-6 認知易用性對認知有用性之迴歸統計結果 .................................................. 59
表4-7 認知有用性對使用行為意圖之迴歸統計結果 .............................................. 60
表4-8 認知有用性對使用行為意圖之迴歸統計結果 .............................................. 61
表4-9 本研究假說驗證結果 ...................................................................................... 61
表4-10 參與者背景資料 ............................................................................................ 62
表4-11 任務時間範圍分布 ........................................................................................ 71
圖 次
圖2-1 科技接受模式演進發展 .................................................................................. 11
圖2-2 理性行為理論模式（TRA） .......................................................................... 12
圖2-3 計畫行為理論模式（TPB） .......................................................................... 13
圖2-4 科技接受模式（TAM） ................................................................................. 14
圖2-5 科技接受模式2（TAM 2） ........................................................................... 15
圖2-6 整合型科技接受模式 ...................................................................................... 17
圖2-7 精簡後之科技接受模式 .................................................................................. 18 圖2-8科技接受模式 .................................................................................................. 19
圖2-9 簡化之問題解決模式 ...................................................................................... 32
圖3-1 本研究研究架構 .............................................................................................. 38

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