簡易檢索 / 詳目顯示

研究生: 簡翊倫
Chien, Yi-Lun
論文名稱: 學習者在數位學習環境中學習態度與學習成效之研究:以個人差異與科技接受模式分析
A Study on Student Learning Attitude and Learning Achievement in A Digital Learning Environment:Analysis of Individual Differences and Technology Acceptance Model.
指導教授: 蘇友珊
Su, Yu-Shan
學位類別: 碩士
Master
系所名稱: 工業教育學系
Department of Industrial Education
論文出版年: 2016
畢業學年度: 104
語文別: 中文
論文頁數: 72
中文關鍵詞: 個人差異科技接受模式學習態度學習成效
英文關鍵詞: Individual Differences, Technology Acceptance Model, Learning Achievement, Learning Attitude
DOI URL: https://doi.org/10.6345/NTNU202205017
論文種類: 學術論文
相關次數: 點閱:353下載:0
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 現今,由於資訊科技的進步與快速發展,數位學習系統已成為目前學校及企業教學及訓練工具,為了瞭解數位學習當中,學習者個人差異、科技接受模式、學習態度、學習成效之關係,研究調查對象以台北市中華科技大學學生為主,共回收有效問卷148份,有效問卷回收率為98.7%。以SPSS20.0為本研究用分析工具,利用信效度分析、差異分析、相關分析以及回歸分析,瞭解各變項因素間之影響及相關程度,研究結果顯示:

    一、個人差異對學習態度有部分顯著影響。
    二、科技接受模式對學習有部分顯著影響。
    三、個人差異對學習成效有部分顯著影響。
    四、科技接受模式對學習成效有部分顯著影響。
    五、學習態度對學習成效有部分顯著影響。

    Nowadays, due to the improve and rapid development of information technology. Currently, school, enterprise education and training tool are using the e–learning system as a main part. For the understanding of e–learning, including individual differences, technology acceptance model, learning attitude and Learning Achievement of relationship. The research samples are the students of China University of Science and Technology. A total of 396 responses, the response rate was 98.7%.The SPSS software was applied as the analyzing tool in this study. The following analyzing methods included descriptive statistics analysis, different analysis, Pearson product-moment correlation analysis, and multiple stepwise regression analysis. The major findings of this study are summarized as following:

    1. It has part of effects on individual differences and learning attitude.
    2. It has part of effects on technology acceptance model and learning attitude.
    3. It has part of effects on individual differences and learning achievement.
    4. It has part of effects technology acceptance model and learning achievement.
    5. It has part of effects on learning attitude and learning achievement.

    目 次 摘 要 i Abstract ii 誌謝 iii 目 次iv 表 次vi 圖 次vii 第一章 緒論1 第一節 研究背景與動機1 第二節 研究目的2 第三節 研究流程3 第四節 研究範圍與限制5 第五節 名詞釋義6 第二章 文獻探討7 第一節 個人差異7 第二節 科技接受模式10 第三節 學習態度12 第四節 學習成效14 第三章 研究方法19 第一節 研究架構與假說19 第二節 研究對象與方法23 第三節 研究工具24 第四節 資料分析與處理29 第四章 研究結果31 第一節描述性統計31 第二節 因素分析與信度分析33 第三節 相關分析40 第四節 差異性分析43 第五節 各主要構面之迴歸分析48 第五章 結論與建議57 第一節研究結57 第二節 研究建議60 參考文獻62 一、中文部分62 二、英文部分64 附錄 研究問卷69

    參考文獻
    一、中文部分

    王裕方(1998)。 電腦態度與學習績效的影響因素探討-中學生網頁製作教學的實地實驗研究(未出版之碩士論文)。 國立中央大學,桃園縣。
    江宛蓁(2010)。運用 Moodle 課程管理系統於大學進行互動學習之探究(未出版之碩士論文)。暨南大學,南投縣。
    朱敬先(1986)。學習心理學。台北:千華。
    池進通、李鴻文、劉慶湘、許志賢(2007)。員工學習態度與學習滿意度關係之研究。 生物與休閒事業研究,5(1),58-76。
    李明昌 (1997)。國民小學學生家長參與、學習態度及自我概念關係之研究(未出版之碩士論文)。國立台中教育大學,台中市。
    李秀華(2005),國小書法欣賞教學對學生書法態度的影響,師大學報:人文與社會類,50(2),69-88。
    杜紹萍(1999)。合作學習對成人學習成就、行為、及滿意度影響之實驗研究(未出版之碩士論文)。國立中正大學,嘉義縣。
    林怡伶(2014)。系統品質,認知有用性,認知易用性及教學效能關聯性之研究-以教育部數位學習服務平台線上課程為例(未出版之碩士論文)。 淡江大學,台北市。
    林燕珍、何荣桂 (2011)。數位學習服務平台簡介及其應用。台灣教育,8,12-21。
    吳文雄(2002)。電腦技能學習者過去的績效、目標認同、電腦自我效能及電腦績效因果關係之驗證-社會認知理論與目標設定理論的整合。師大學報,47(1),39-54。
    吳明隆(2007)。SPSS 操作與應用: 問卷統計分析實務。台北:五南。
    吳明隆、葛建志(2006)。國民小學學生數學歸因信念、數學態度、數學焦慮與數學成就之相關研究。高雄師大學報(自然科學與科技類), 21,1-18。
    吳振遠(2007)。以Moodle建置中學數位學習平台之研究(未出版之碩士論文)。國立交通大學,新竹市。
    汪瑞芝、廖玲珠(2008)。會計習作課程之學習 行為與學習成效。 當代會計,9(1),105-130。
    張春興 (1991)。現代心理學。 台北: 東華。
    張春興、 林青山(1994)。教育心理學。台北:東華。
    黃冠仁(2006)。台灣地區大學生微積分學習態度的研究(未出版之碩士論文)。國立交通大學應用數學系碩士論文,新竹市。
    莊維貞、許金發(2008)。國小教師電腦自我學習能力與資訊融入教學效能相關研究。遠東學報,25(3),411-430。
    秦夢群(1992)。高中教師管理心態、學生內外控與學生學習習慣與態度關係之研究。國立政治大學教育心理研究,15,172-229。
    程薇(2004)。「認知衝突」。教育趨勢報導,7,1-9。
    項圓芬 (2011)。數位學習碩士在職專班學生學習成效之探討(未出版之碩士論文)。淡江大學,台北市。
    陳秀慧(1993)。高中學生英文學習態度與方法之研究(未出版之碩士論文),國立臺灣師範大學,台北市。
    鄭增財、湯誌龍(2009)。中華技術學院學生選修通識課程學習滿意度及相關因素。 Journal of China Institute of Technology,40,585-615。
    張新仁(1982)。國中學生學習行為,學習方法,學習習慣與學習態度之研究(未出版之碩士論文)。國立台灣師範大學,台北市。
    楊正宏、林燕珍、 張俊陽、曾憲雄(2008)。台灣高等教育數位學習現況與展望。數位學習科技期刊,1,1-12。
    薛頌留(2005)。新編中國辭典。台北市:弘揚。
    簡青瑜(2013)。應用基於認知衝突理論的虛擬教具於課後輔導之研究-以國小四年級四則運算單元為例(未出版之碩士論文)。亞洲大學多媒體應用學系碩士論文,台中市。
    魏銀河(2003)。台南市社區大學學員學習滿意度及其相關因素之研究(未出版之碩士論文)。國立中正大學,台北市。

    二、英文部份

    Adams, A. D., & Chiappetta, E. L. (1998). Students' Beliefs, Attitudes, and Conceptual Change in a Traditional High School Physics Classroom, 1998/4/13-17, Annual Meeting of the American Educational Research Association, San Diego, CA.
    Adewole-Odeshi, E. (2014). Attitude of Students Towards E-learning in South-West Nigerian Universities: An Application of Technology Acceptance Model.
    Ahmad, R. (2000). Effectiveness of web-based virtual learning environments in business education: Focusing on basic skills training for information technology( Doctoral Dissertation, Louisiana State University, Baton Rouge Louisiana). Retrieved form http:// http://search.proquest.com/docview/304512411
    Alavi, M., & Leidner, D. E. (2001). Research Commentary : Technology-Mediated Learning–A Call for Greater Depth and Breadth of Research. Information Systems Research, l. 12(1), 1-10.
    Bandura, A. (1982). Self-Efficacy Mechanism in Human Agency. American Psychologist, 37, 122-147.
    Binner, P. M., Dean, R. S., & Millinger, A. E. (1994). Factors Underlying Distance Learner Satisfaction. The American Journal of Distance Education , 4, 232-238.
    Bodner, G. M. (1986). A Theory of Knowledge. Jorunal of Chemical Education, 63(10), 873-878.
    Bostrom, R. P. ( 1990). The Importance of Learning Style in End-User Training. MIS Quarterly, 14(1), 101-109.
    Carroll, A., Houghton, S., Wood, R., Unsworth, K., Hattie, J., Gordon, L. & .Bower, J. (2009). Self-efficacy and academic achievement in Australian high school students: the mediating effects of academic aspirations and delinquency. Journal of Adolescence, 32(4), 797-817.
    Chou, H. W. ( 2001). Influences of Cognitive Style and Training Method on Training Effectiveness. Computers & Education, 37, 11-15.
    Chua, S. L., Chen, D. T., & Wong, A. F. (1999). Computer anxiety and its correlates: a meta-analysis. Computers in human behavior, 15(5), 609-623.
    Compeau, D. R., & Higgins, C. A. ( 1995). Application of Social Cognitive Theory to Training for Computer Skills. Information Systems Research, l6(2), 118-143.
    Compeau, D. R., Higgins, C. A., & Huff, S. (1999). Social cognitive theory and individual reactions to computing technology: A longitudinal study. MIS Quarterly, 23, 145-158. doi:10.2307/249749
    Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management science, 35(8), 982-1003.
    Durndell, A., & Haag, Z. (2002). Computer self efficacy, computer anxiety, attitudes towards the Internet and reported experience with the Internet, by gender, in an East European sample. Computers in human behavior, 18(5), 521-535.
    Ghiselli, E. E., Campbell, J. P., & Zedeck, S. (1981). Measurement Theory for the Behavioral Sciences. New York: WH Freeman & Company.
    Gredler, M. (1992). Designing and evaluating games and simulations: A process approach. London: Kogan Page.
    Harrell,K.D.(2005). Attitude is everything: 10 life-changing steps to turning attitude into action. New York: Harpercollins.
    Hartwick, J., & Barki, H. (1994). Explaining the role of user participation in information system use. Management science, 40(4), 440-465.
    Hiltz, S. R. (1993). Correlates of learning in a virtual classroom. International Journal of Man-Machine Studies, 39(1), 71-98.
    House, J. D. (2004). Cognitive-motivational characteristics and science achievement of adolescent students: Results from the TIMSS 1995 and TIMSS 1999 assessments. International Journal of Instructional Media,31(4), 411-424.
    Klomegah, R. Y. (2007). Predictors of academic performance of university students:an application of the goal efficacy model. College Student Journal, 41(2), 407-415.
    Kirkpatrick, D. L.( 1991). The Evaluating Training Program, Berrett-Kaeher, San Francisco, CA.
    Koballa, T. R. (1988). Attitude and related concepts in science education. Science education, 72(2), 115-126.
    Kwon, J. S., Lee, G. H., Park, H. K., Kim, J. T., & Lee, Y. J. (2000). The Relationship between the Characteristics of Cognitive Conflict and Responses to Anomalous Situations When Learning Science. NARST Annual Meeting, New Orleans.
    Laidra, K., Pullmann, H., & Allik, J. (2007). Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school. Personality and individual differences, 42(3), 441-451.
    Lee, G., Kwon, J., Park, S. S., Kim, J. W., Kwon, H. G., & Park, H. K. (2003). Development of an instrument for measuring cognitive conflict in secondary‐level science classes. Journal of research in science teaching, 40(6), 585-603.
    Lee, G.(2001). What Do We Know About Students’ Cognitive Conflict in Science Classroom:A Theoretical Model of Cognitive Conflict Process. The Proceedings of the 2001 Annual International Conference of the Association for the Education of Teachers in Science, Costa Mesa, CA.
    Mahar, D., Henderson, R., & Deane, F. (1997). The effects of computer anxiety, state anxiety, and computer experience on users' performance of computer based tasks. Personality and individual differences, 22(5), 683-692.
    McIlroy, D., Bunting, B., Tierney, K., & Gordon, M. (2001). The relation of gender and background experience to self-reported computing anxieties and cognitions. Computers in Human Behavior, 17(1), 21-33.
    Ndume, V., Tilya, F., & Twaakyondo, H. (2008). Challenges of adaptive elearning at higher learning institutions: a case study in Tanzania. International Journal of Computing and ICT Research, 2(1), 47-59.
    Parkes, M., Reading, C., & Stein, S. (2013). The competencies required for effective performance in a university e-learning environment. Australasian Journal of Educational Technology, 29(6),777-791.
    Piccoli, G., Ahmad, R., & Ives, B. (2001). Web-Based Virtual Learning Environments–A Research Framework and a Preliminary Assessment of Effectiveness in Basic IT Skills Training. MIS Quarterly, 25(4), 401-426.
    Radovan, M. (2011). The Relation between Distance Students' Motivation, Their Use of Learning Strategies, and Academic Success. Turkish Online Journal of Educational Technology-TOJET, 10(1), 216-222.
    Reed, H. C., Drijvers, P., & Kirschner, P. A. (2010). Effects of attitudes and behaviours on learning mathematics with computer tools. Computers & Education, 55(1), 1-15.
    Serenko, A., Bontis, N., & Detlor, B. (2007). End-user adoption of animated interface agentsin everyday work applications. Behaviour & Information Technology, 26(2), 119-132.
    Simonson, M., Smaldino, S., Albright, M. & Zvacek, S.(2000). Teaching and Learning at a Distance: Foundations of Distance, Upper Saddle River, NJ: Merrill.
    Soong, M. H. (2001). Critical Success Factors for On-line Course Resources. Computers & Education, 36(2), 101-120.
    Thatcher, J. B., & Perrewe, P. L. (2002). An empirical examination of individual traits as antecedents to computer anxiety and computer self-efficacy. Mis Quarterly, 26(4), 381-396.
    Tough, A. (1882). Some Major Reasons for Learning. Eric Document Reproduction Service, 33(251).
    Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management science, 46(2), 186-204.
    Wadsworth, B. J. (1996). Piaget's theory of cognitive and affective development: Foundations of constructivism . Longman Publishing.
    Wang, Y. S. (2007). Development and validation of a mobile computer anxiety scale. British Journal of Educational Technology, 38(6), 990-1009.
    Woodrow, J. E. (1992). The influence of programming training on the computer literacy and attitudes of preservice teachers. Journal of research on Computing in Education, 25(2), 200-219.
    Zhang, J. X., & Schwarzer, R. (1995). Measuring optimistic self-beliefs:
    A Chinese adaptation of the General Self-Efficacy Scale. Psychologia, 38(3), 174-181.
    Zmud, R. W. (1979). Individual Differences and MIS Success : A Review of the Empirical Literature. Management Science, 25(10), 966-979.

    無法下載圖示 本全文未授權公開
    QR CODE