社群網站之認知關鍵多數與資訊豐富度於學習滿意度之影響──以facebook為例

The Influences of Perceived Critical Mass and Information Richness to Learning Satisfaction: An Application of Facebook

資訊科技進步，網際網路之應用多元化，尤其以網路社群廣受年輕人所喜愛，而網路學習社群便成為提升學習滿意度之工具。網路學習社群具有外部性，因此關鍵多數門檻會對使用者參與網路學習社群的意願以及學習的成效造成影響。另快速的回饋、能夠傳遞多元線索的高豐富度媒體，有助於學習者釐清不確定與高度模糊的學習內容而影響學習成效。因此本研究以問卷方式進行調查，透過探討網路學習社群的關鍵多數、學習者的資訊豐富度認知對網路學習社群在教學運用過程中的影響，以作為教學者運用網路學習社群於教學時的參考。根據迴歸分析結果顯示，認知關鍵多數與資訊豐富度對學習滿意度均達顯著之正向影響，其中資訊豐富度更扮演中介因素，也就是當認知關鍵多數在資訊豐富度的中介下，對於學習滿意度達顯著正向之影響。

When interacting with others in a group, people are often affected and then change their behavior and thought, especially as a teenager who really cares about the opinions of the same generation. Thus, perceived critical mass would actually influence not only their wish of attending the network learning group but also the results of communication. Moreover, the media of rich information, prompt feedback and multi-channels is helpful for learner to clarify the uncertain and highly indistinct content and improve the learning effect. This research uses scientific literature and questionnaire as groundwork trying to discuss the issues that include the herd behavior of teenagers, and how does the learner’s awareness of information richness affect in the process of teaching by network learning group.