Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/99295
Title: 以認知負荷、科技接受模式與計畫行為理論取向建構線上學習行為傾向模式之研究
A Study of Constructing an On-line Learning Behavioral Intention Model based on Cognitive Load, Technology Acceptance and Planned Behavior Theory
Authors: 莊謙本
Chuang, Chien-Pen
黃議正
Keywords: 認知負荷論
科技接受模式
計畫行為理論
線上學習
結構方程
Cognitive Load Theory (CLT)
Technology Acceptance Model (TAM)
Theory of Planned Behavior (TPB)
On-line Learning
Structural Equation Model (SEM)
Issue Date: 2010
Abstract: 本研究旨在依據認知負荷論、科技接受模式與計畫行為等理論,建構線上學習科技接受行為傾向的模型,以能較完整的解釋線上學習者的科技應用行為。因此,所探討的範圍包括線上學習者的心理特徵、知覺、態度與行為傾向之間的關係。並將本研究將所建構的實證模型(C-TAM-TPB)與科技接受模式(TAM)、計畫行為理論(TPB)進行比較。 本研究對象為台灣知識庫數位學堂線上學習系統(TKB e-learning center)的使用者,問卷調查共分兩個階段而以層級隨機抽樣實施。第一階段共抽樣650人,有效樣本為381人,供進行模型信度與效度之驗證;第二階段共抽樣900人,有效樣本為850人,供線上學習科技接受行為傾向模型的再驗,以驗證本研究最終模型的外部性推論效度。研究工具依照理論發展「線上學習科技接受行為傾向問卷」,經過為期八週的問卷調查後,以結構方程(SEM)進行理論模式的驗證,並以單尾單一樣本t檢定、獨立樣本t檢定、單因子變異數分析進行線上學習的心理特徵與差異分析。研究結果發現重點如下: 一、消費性線上學習的心理特徵感受程度均達同意(滿意)水準之上,並且採用線上學習的實際行為亦達水準之上。 二、不同人口統計變項和使用線上學習動機因素在消費性線上學習的心理特徵有顯著差異。 三、消費性線上學習的資訊品質和使用者的電腦自我效能二個因素對認知負荷無顯著性影響,而消費性線上學習的系統品質經由認知負荷影響線上學習行為傾向。 四、消費性線上學習的易用性知覺和有用性知覺兩個因子均正向顯著性影響使用態度且間接影響線上學習的行為傾向。 五、消費性線上學習的主觀規範和行為控制知覺兩個因子均正向顯著性影響使用態度且間接影響線上學習的行為傾向。 六、影響消費性線上學習行為傾向的主要因素依序為態度、行為控制知覺、主觀規範、易用性知覺和有用性知覺。而系統品質、資訊品質和電腦自我效能並非主要影響因素。 七、本研究C-TAM-TPB模型適配度良好,並且在行為傾向有高度的解釋力。同時本研究C-TAM-TPB提供在消費性線上學習影響因素提供全貌觀點。 八、本研究C-TAM-TPB模型在消費性線上學習的易用性、有用性、使用態度和行為傾向等解釋力高於TAM模型。而在行為傾向解釋力卻略低TPB模式,因TPB模式未涵概科技變項。
The purpose of this study is aimed to verify the relationship among learner’s behavior intention of on-line learning and practical usage behavior through theoretical model to establish and examine the conceptual research model named “C-TAM-TPB model” developed by researcher. The conceptual research model consisted of Cognitive Load (CL), Technology Acceptance Model (TAM), and the Theory of Planed Behavior (TPB), yet the conceptual research model attempted to delineate the pattern of on-line learner’s behavior of technolog application. The research scope involved in the relationships among on-line learner’s psychological characteristics, perception, attitude, and behavior intention. Moreover, researcher further compared conceptual research model, Technology Acceptance Model and Theory of Planed Behavior Model. A two-step stratified random sampling approach was employed for sample selection. Learners from Taiwan Knowledge Base (TKB) e-Learning Center were random selected as research sample. 381 valid samples from 650 learners were used to verify the reliability and validity of conceptual research model at first step. The conceptual research model had been reverified through 850 valid samples from 900 learners at second step to demonstrate the external validity of C-TAM-TPB model. A survey questionnaire was developed on a theoretical base named “On-line Learning Technology Acceptance Behavior Intention Questionnaire”. Eight weeks period survey was conducted by Taiwan Knowledge Base e-Learning Center branch offices from May to July 2010. Structural equation modeling approach was applied to verify the conceptual research model. In addition, a multi-method was applied to analyze research data that included descriptive statistic, one-tail one sample t-test, independent sample t-test, and one-way ANOVA. Research findings are as: 1.The perception of consumer on-line learning psychological characteristic was rated upon satisfaction; yet, the practical on-line learning behavior was also reached significant level. 2.Significant discrepancies appeared on different demographic variables, motivation of on-line learning usage, and consumer on-line learning psychological characteristics. 3.On one hand, learner’s consumer on-line learning information quality perception and computer self-efficacy will not impact their cognitive load, on the other hand, learner’s consumer on-line learning system quality perception will impact their on-line learning behavior through their cognitive load. 4.The learner’s ease of use perception and usefulness perception of consumer on-line learning were positive affect their usage attitude directly, and the intention of on-line learning behavior indirectly. 5.The user’s consumer on-line learning subjective norm and behavior control perception positively affect their usage attitude directly, and the on-line learning behavior indirectly. 6.The impact factors of learner’s consumer on-line learning behavior intention are attitude, behavior control perception, subject norm, ease of use perception, and usefulness perception. However, the minor impact factors were learner’s system quality perception, information quality perception, and computer self-efficacy. 7.The C-TAM-TPB model (conceptual research model) is good fit the data with strong variance explanation to behavior intention. Meanwhile, The C-TAM-TPB model create a new perspective regarding to the impact factors of learner’s consumer on-line learning. 8.The C-TAM-TPB model has stronger variance explanation capability than TAM on learner’s consumer on-line learning perception of ease use, usefulness, usage attitude, and behavior intention, nonetheless, the variance explanation capability slight lower than TPB. Avenues for examining and improving the C-TAM-TPB model (conceptual research model) in the context of these findings are discussed at the conclusion of this dissertation.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0895700087%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/99295
Other Identifiers: GN0895700087
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