疫情時代下使用延伸科技接受模式探討因材網之使用意向

Exploring the Intention of Using Adaptive Learning Education Platform in the Epidemic Period by Applying the Extended Technology Acceptance Model

本研究目的為探討國小教師於疫情爆發時，採用因材網作為輔助教學方式的研究，以釐清國小教師使用因材網之教學思維與行為。疫情爆發期間為了避免學生大規模群聚感染，線上教學成為不得不然的教學方式。本研究以延伸科技接受模式（TAM2）為理論架構與基礎，採用網路問卷調查法，施測對象為花蓮縣小學教師，回收的有效問卷為212份。研究結果發現，課程認知、資訊教學效能皆對其認知有用性有正向顯著影響，課程認知與資訊教學效能，對認知易用性亦有正向顯著影響；認知有用性與認知易用性對使用者行為有顯著影響。本研究結果在5個構面之基礎上，再輔以社會影響因素的探討後，發現教師並不易受上級長官或是家長學生乃至同儕的壓力而使用因材網，這表示教師的自主性極高，因材網的使用與否，取決於該網站的功能是否達到教學需求，教師在使用因材網的過程中，確定學生需要達成的目標，教學網站的功能可以簡單明確的應用於輔助教學才是教師關心的。本研究結果可提供將來學校教師想要採用因材網作為輔助教學的參考，也為未來想要從事因材網後續研究的學者提供一個有價值的理論文獻。

The purpose of this study was to examine the use of Adaptive Learning Education Platform (ALEP) as a supplemental teaching method by elementary school teachers during an epidemic outbreak. During the outbreak, online teaching became a necessary teaching method to avoid large clusters of infected students. This study used the Extended Technology Acceptance Model (TAM2) as the theoretical framework and foundation, and an online survey was conducted with 212 valid questionnaires from elementary school teachers. The results of the study revealed that curriculum cognition (CC) and computerized teaching effectiveness (TE) had positive and significant effects on perceived usefulness (PU), CC and TE had positive and significant effects on perceived ease of use (PEOU); PU and PEOU had significant effects on behavior intentions of users (BIU). Based on the five dimensions, and with the addition of social influence (SI), it was found that teachers were not easily pressured by their supervisors, parents, students, or peers to use the ALEP, which means that teachers have a high degree of autonomy, and using ALEP depends on whether the functions of the website meet the teaching needs. In the process of using ALEP, teachers are concerned with identifying the goals that students need to achieve and the website’s functions can be applied to supplement teaching simply and clearly. The results of this study may provide references for future school teachers who want to adopt ALEP as a supplemental teaching aid and provide valuable documentation for future scholars who want to engage in follow-up research on ALEP.