知覺易用性、知覺有用性與社會影響的交互作用對網路學習效率之研究   全文下載

The Research of Perceived Ease of Use, and Perceived Usefulness Moderating Social Influences on Electric Learning Efficiency

全球邁向資訊化及提倡終身學習的同時，網路學習科技大量運用在企業或學校運作。網路學習為一種科技中介的學習，學習者可以透過資訊科技建構的環境來學習知識。本研究的主要目的即在於以科技接受理論為基礎，結合社會影響的因素，欲了解其對網路學習效率之影響。特別加以探討知覺易用性、知覺有用性兩者與社會影響的交互作用是否對網路學習效率產生不同影響。透過問卷調查法，選取臺灣地區之大學生作為施測對象，回收有效樣本600份。統計分析採用階層迴歸分析，以檢定本研究之假設。研究結果發現：知覺易用性、知覺有用性及社會影響對網路學習效率皆有顯著正向影響，但在知覺易用性及知覺有用性兩者與社會影響之交互作用效果對網路學習效率產生負向顯著影響。不論在知覺易用性或知覺有用性的認知上，具有高度社會影響的大學生，當他們的知覺易用性愈高，愈具有高度的網路學習效率；反之將產生較差的學習效率。

When global progresses towards an information technology society and promotes lifelong learning, web-based learning technologies have been widely used in private business or school. Web-based learning is a technology-mediated learning that learners acquire knowledge through the information technology environment. The purpose of this study based on technology acceptance model is to explore perceived ease of use, perceived usefulness moderating social influences on electric learning efficiency. The valid responses, 600 undergraduates studying around Taipei universities are our survey subjects. This study uses hierarchical regression analysis to test our hypotheses The results were found as follows: perceived ease of use, perceived usefulness, and social impact study have significant positive impacts on the effectives of electric learning. But perceived ease of use, perceived usefulness interacting social impact on the effectiveness of e-learning has significant negative impact. That mean, when the higher social impact students who perceived ease of use or perceived usefulness more highly and learning efficiency to be better, contrary result will poor learning efficiency.