張鳳琴張晏蓉Chang, Fong-ChingChang, Yen-Jung張錦淑Chang, Chin-shu2020-10-19不公開2020-10-192019http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0005053129%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/110044本研究針對國小中年級學生發展行動科技安全使用教育介入並進行成效評價，以延伸平行過程模式為理論基礎，分析教育介入對學生在行動科技安全使用認知、風險感知、自我效能與預防行為之影響。本研究係採準實驗設計，以台北市與新北市各一所國小中年級學生為研究對象。於108年5月至6月進行行動科技安全使用教育介入，實驗組學生參與五堂40分鐘課程教育介入，對照組進行一般課程。總計實驗組學生220人與對照組學生231人完成前後測問卷填答，以廣義估計方程式(Generalized Estimating Equations)分析教育介入的效果。本研究研究結果發現行動科技安全使用教育介入能顯著提升學生行動科技安全使用認知、風險感知和自我效能。建議學校推動行動科技安全使用教育課程提升學生數位素養。The present study developed the mobile technology safety use educational intervention for elementary school students and examined the effects of the intervention. This study applied the Extended Parallel Process Model and evaluated the impact of the intervention on students’ knowledge, risk perception, self-efficacy, and preventive behaviors of mobile technology safety use. This study was a quasi-experimental design. The participants were third and fourth grade students from two schools in Taipei and New Taipei City. The mobile technology safety use educational intervention was implemented on May and June in 2019. The experimental group participated in five 40-min mobile technology safety use intervention sessions, while the control group received their usual classes. A total of 220 students in the experimental group and 231 students in the control group completed pre and post questionnaire. Generalized Estimating Equations method was used to examine the effects. The results indicated that the mobile technology safety use intervention had positive effects on improving students' knowledge, risk perception and self-efficacy. It was suggested that schools could implement mobile technology safety use educational intervention to enhance students’ digital literacy.行動科技國小學生介入mobile technologyelementary school studentsintervention