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研究生: 陳思穎
Chen, Szu-Ying
論文名稱: 教師虛擬實境科技接受度與人格特質、認知彈性之研究
A Study on the Correlation between Teachers' Personality Traits and Cognitive Flexibility towards Teachers'Acceptance of Virtual Reality
指導教授: 郝永崴
Hao, Yung-Wei
口試委員: 張芳全
Chang, Fang-Chuan
趙貞怡
Chao, Jen-Yi
郝永崴
Hao, Yung-wei
口試日期: 2023/07/27
學位類別: 碩士
Master
系所名稱: 課程與教學研究所
Graduate Institute of Curriculum and Instruction
論文出版年: 2023
畢業學年度: 111
語文別: 中文
論文頁數: 186
中文關鍵詞: 科技接受模式虛擬實境教學人格特質認知彈性
英文關鍵詞: Technology Acceptance Model, Virtual Reality, Personality traits, Cognitive Flexibility
研究方法: 調查研究
DOI URL: http://doi.org/10.6345/NTNU202301653
論文種類: 學術論文
相關次數: 點閱:140下載:29
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  • 本研究旨在在於瞭解中學階段教師的人格特質、認知彈性及面對新興科技——虛擬實境的接受度之關係,試圖了解中學階段教師人格特質、認知彈性及虛擬實境科技接受度之現況,分析不同背景變項對於此三個變項的差異情形、探討三個變項之間的相關、預測及因果關係。
    本研究採滾雪球抽樣,以自編之「中學教師人格特質、認知彈性及虛擬實境科技接受度之研究調查問卷」實施調查,共計回收171份,有效問卷為164份,有效問卷回收率為96%,其中又以曾參與虛擬實境相關研習的教師153份所得資料以描述性統計、單因子變異數、皮爾森績差相關、多元逐步回歸、結構方程等方法加以分析,獲得以下結論:
    一、中等學校教師的「人格特質」組成較傾向「外向」、「直覺」、「情感」及「判斷」構面;中等學校教師在「虛擬實境科技接受度」及「認知彈性」之現況具有正面傾向。
    二、中等學校教師在「虛擬實境科技接受度」中,以「知覺有用性」構面較高,「使用態度」次之,「知覺易用性」的科技接受度構面最低。
    三、不同背景變項之對「教師人格特質」、「認知彈性」與「虛擬實境科技接受度」具有差異。
    四、中學教師「人格特質」與教師「認知彈性」呈現正相關;中學教師「人格特質」之「直覺」、「情感」及「感知」與教師「虛擬實境科技接受度」呈現正相關;教師「認知彈性」與教師「虛擬實境科技接受度」呈現正相關。
    五、教師「人格特質」、「認知彈性」對「虛擬實境科技接受度」具有顯著預測力。
    六、教師「認知彈性」為教師「人格特質」與教師「虛擬實境科技接受度」呈現正相關的中介變項。
    綜合以上,本研究提供了有關中學教師人格特質、認知彈性和虛擬實境科技接受度之間關聯的重要洞察,對於推進教育科技應用和教師專業發展具有實際價值。

    The study aims to investigate the current status of personality traits, cognitive flexibility, and acceptance of virtual reality technology among middle school teachers, analyze the differences in these three variables based on different background variables, explore the correlations, predictions, and forecast among these variables.
    The method adopted in this study was Snowball sampling, with 171 copies were collected. The valid questionnaire surveys were 164 copies, and valid return ratio was 96.0%. Among them, 153 teachers who had participated in virtual reality-related workshop were analyzed by descriptive statistics, one-way ANOVA, Pearson correlation coefficient, multiple regression, as well as structure equation modeling analysis. The conclusions are as follows:
    1.Middle school teachers tend to exhibit "extraversion", "intuition", "feeling", and "judging" in their personality traits. They generally have a positive inclination towards acceptance of virtual reality technology and cognitive flexibility.
    2.Among the dimensions of acceptance of virtual reality technology, middle school teachers ranked higher in "perceived usefulness", followed by "behavioral intention ", and "perceived ease of use" had the lowest level of acceptance.
    3.Different background variables showed differences in the personality traits, cognitive flexibility, and acceptance of virtual reality technology among teachers.
    4.There is a positive correlation between teachers' personality traits and cognitive flexibility. The dimensions of "intuition", "feeling", and "perceiving" in teachers' personality traits are positively correlated with their acceptance of virtual reality technology. Cognitive flexibility is also positively correlated with the acceptance of virtual reality technology among teachers.
    5.Teachers' personality traits and cognitive flexibility have significant predictive power for the acceptance of virtual reality technology.
    6.Teachers' cognitive flexibility acts as a mediator between teachers' personality traits and their acceptance of virtual reality technology.
    In summary, this research provides valuable insights into the correlation between high school teachers' personality traits, cognitive flexibility, and the acceptance of virtual reality technology. These findings hold practical significance in advancing the application of educational technology and professional development for teachers.

    第一章 緒論1 第一節 研究背景與動機1 第二節 研究目的與研究問題6 第三節 名詞解釋8 第四節 研究範圍與限制11 第二章 文獻探討13 第一節 虛擬實境科技接受度13 第二節 認知彈性23 第三節 人格特質28 第三章 研究方法與設計37 第一節 研究架構37 第二節 研究假設40 第三節 研究對象與方法40 第四節 研究工具43 第五節 研究流程與實施52 第六節 資料處理與分析55 第七節 研究倫理59 第四章 研究結果分析與討論 60 第一節 教師人格特質、認知彈性與虛擬實境科技接受度現況分析60 第二節 不同背景變項對教師人格特質、認知彈性與虛擬實境科技接受度之差異分析67 第三節 教師人格特質、認知彈性與虛擬實境科技接受度之相關分析98 第四節 教師人格特質、認知彈性對虛擬實境科技接受度預測力分析104 第五節 教師人格特質、認知彈性對虛擬實境科技接受度之結構方程式分析108 第六節 綜合分析與討論115 第五章 結論與建議134 第一節 結論134 第二節 建議139 參考文獻142 中文部分142 外文部分144 附錄152 附錄一 預試問卷152 附錄二 正式問卷159 附錄三 專家學者審查問卷166 附錄四 專家學者審查意見彙整表175

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