性別與年齡對網路教學持續使用意向決策過程影響之研究 / Exploring the effect of the Gender and Age differences on the individual decision - making processes of intention to continue using Web-based Instruction
- Authors
- Publication Date
- Jul 01, 2003
- Source
- FirstTech Institutional Repository
- Keywords
- License
- Unknown
Abstract
[[abstract]]隨著網路科技的蓬勃發展，已使商業競爭從「實體市場」移轉至「網路空間市場」，線上學習產業也應運而生。要順應環境變遷、推動終身學習，網路教學的永續經營有其必要性。因此，本研究以解析式計劃行為理論 (DTPB) 為基礎，整合期望-確認理論的觀念 (ECT)，探討影響網路教學續用意向之相關因素。進一步以性別及年齡為中介因素，探討個人差異是否影響網路教學續用意向的決策過程。本研究以問卷調查法針對高雄師範大學「特殊教育」學分班的學員進行調查，取得有效問卷223份，並進行資料分析。 研究結果指出，學習者的「持續使用意向」受「知覺控制」以及「滿意度」的影響；而「滿意度」依次受到「認知有用性」、「認知風險」以及「認知有趣性」的影響。本研究亦證實隨著時間的增長，主觀規範對於「滿意度」的影響不顯著。另外，在中介影響的部份本研究有以下六項發現：(1)女性及年長的學習者對於網路教學的「持續使用意向」較易受到「Internet自我效能」的影響；(2)「持續使用意向」與「知覺控制」間的關係不受性別及年齡的調節；(3)「滿意度」分別與「人際關係影響」、「外界影響」、「認知風險」之間的關係，均不會受到性別及年齡的調節；(4)男性及年輕的學習者對於網路教學的「滿意度」較易受到「認知有用性」的影響；(5)年輕學習者對於網路教學的「滿意度」較易受到「認知易用性」的影響；(6)年長的學習者對於網路教學的「滿意度」較易受到「認知有趣性」的影響。 / [[abstract]]As the explosive development of Internet technology, commercial competition has been transferred from brick-and-mortar market to the virtual one. Therefore, e-learning comes with the tide of fashion. In order to adapt to the environmental transition and to carry out lifetime learning, sustainable management of web-based instruction (WBI) is necessary. This study, based on the Decomposed Theory of Planned Behavior (DTPB), coordinates the Expectation-Confirmation Theory (ECT) to investigate the related factors that effect the WBI continuance. Furthermore, this paper investigated gender differences as well as age differences in the overlooked context of individual continuance intention of WBI. This study administered survey to students joining the “special education” program in National Kaohsiung Normal University. A total of 223 valid questionnaires were collected for data analysis. The results show that users’ continuance intention is determined by perceived controllability and satisfaction, which is in turn jointly determined by perceived usefulness, perceived risk and perceived playfulness. This study also indicates that the effect of subjective norm on satisfaction diminished to nonsignificant over time. Additional, on the part of the effect of moderating factors obtain the following six findings. First, female and older learners’ continuance intention were more strongly influenced by their Internet self-efficacy. Secondly, gender and age do not serve as moderating factors to the relationship between continuance intention and perceived controllability. Thirdly, gender and age do not serve as moderating factors between satisfaction and interpersonal influence, social influences, perceived risk respectively. Fourthly, male and younger learners’ satisfaction to WBI were more strongly influenced by their perceived usefulness. Fifthly, younger learners’ satisfaction to WBI were more strongly influenced by their perceived ease of use. Finally, older learners’ satisfaction were more strongly influenced by perceived playfulness.
