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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6815

Title: 以科技接受模式探討國中學生互動式電子白板使用行為之研究~以台中市立育英國民中學為例
Authors: 陳進卿
Contributors: 林國楨
陳進卿
Keywords: TAM;科技接受模式;互動式電子白板
technology acceptance model;TAM;Interactive WhiteBoard
Date: 2010
Issue Date: 2010-12-03
Description: 碩士
教育研究所
Abstract: 本研究旨在依據Davis(1989)所提出的科技接受模式(technology acceptance model, TAM)理論架構,建構出國中學生互動式電子白板教學接受模式,除了考驗學生背景變項(性別、家中有無網路設備,每週上網時數)在互動式電子白板教學接受模式各變項的差異之外,也探討外部變項(系統品質、互動品質)與科技接受模式變項(知覺有用性、知覺易用性、使用態度、行為意向)間的關係,最後則提出對國民中學資訊教育的建議及架設互動式電子白板架設之參考。本研究之樣本為台中市育英國中一年級學生共6班186人(男生98人,女生88人),研究之主要發現如下:
一、 國中學生的個人背景變項(性別)在互動式電子白板教學接受模式的外部變項(系統品質、互動品質)與科技接受模式變項(知覺有用性、知覺易用性、使用態度、行為意向)之差異達到顯著,女生皆高於男生。
二、國中學生的個人背景變項(家中有無網路設備)在互動式電子白板教學接受模式各變項中之差異皆未達顯著。
三、國中學生個人背景變項(每週上網時數)在互動式電子白板教學接受模式認知有用性變項差異達到顯著,女生高於男生。
四、外部變項中的系統品質與互動品質對「知覺有用性」、「知覺易用性」均具有正向的顯著影響效果。
五、「知覺易用性」對「知覺有用性」的影響未達顯著,但是對「使用態度」則具有正向的顯著影響效果。
六、「知覺有用性」對「使用態度」及「行為意向」具有正向的顯著影響效果。
七、「使用態度」對「行為意向」具有正向的顯著影響效果。
八、以結構方程模式考驗實徵資料與互動式電子白板教學接受模式的符合程度,結果可以適配。
The purpose of this research was to construct a model of Interactive WhiteBoard(IWB) based on Davis’ technology acceptance model, TAM. This study explored the relationships among variables of backgrounds(gender, internet access, and surf time), external variables(system qualitiy and interaction quality), and TAM variables(perceived usefulness, perceived ease of use, attitude toward using, and behavioral intention to use). Also, this study proposed some suggestions for the junior high school’s computing education and Interactive WhiteBoard system construction. 186 first-grade junior high school students participated in this study, 98 boys and 88 girls. The main results of this study were summarized as follows:
1.Girls had significant differences on external variables(system qualitiy and interaction quality) and TAM variables(perceived usefulness, perceived ease of use, attitude toward using, and behavioral intention to use) than boys did on IWB learning model.
2. The “internet access” had no significant differences on all variables of IWB learning model.
3. The “surf time” had significant differences on “perceived usefulness”of IWB learning model.
4.The “system quality” and “ineteraction quality” had significant positive effects on the “perceived usefulness” and “perceived ease of use” of IWB learning model.
5.The “perceived ease of use” had significant positive effects on the “attitude toward using” of IWB learning model.
6.The “perceived usefulness” had significant positive effects on the “attitude toward using” and the “behavioral intention on use” of IWB learning model.
7.The “attitude toward using” had significant positive effects on the “behavioral intention to use” of IWB learning model.
8.The of IWB learning model could fit with the emperical data by using the structure equation modeling analysis.
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