| 摘要: | 本研究以探討電子書包數位學習系統應用與持續使用、區域比較為主旨，其目的在於了解國小學生使用數位學習系統進行後，是否接受這創新的學習模式且持續使用，以及進行都會區與非都會區的接受與持續使用的比較研究。 本研究採用科技接受模型為理論基礎，以整合性科技接受模型(UTAUT)為架構，來衡量使用電子書包數位學習系統學生的持續使用意圖，以及分析學童在使用時間與性別上數位學習之差異，更進一步比較城鄉的數位落差的影響差異。本研究將科技接受模型中的知覺有用性、知覺易用性兩因素併為知覺有效性，另一中間變數為滿意度，並加入都會區與非都會區的區域比較為分組變數。本研究以學習者特性、教學者特性、系統品質、教材內容、促成條件等五個因素為外部變數。研究樣本為台北市再興小學與斗南國小的高年級學生，共217位學童 。 研究結果顯示，學習者特性、教學者的特性、系統品質與教材特性，對電子書包數位學習系統的滿意度以及知覺有效性有正向影響；滿意度、知覺有效性與促成條件，對持續使用意圖有正向影響。針對區域比較方面，結果發現：在學習者特性、教學者特性、系統品質、教材特性、促成條件、滿意度、知覺有效性及持續使用方面，皆沒有顯著差異。總結來說，知覺有效性對數位學習系統的滿意度有正向影響，國小學童使用電子書包數位學習系統越能提升學習效果，就越滿意電子書包數位學習系統的使用，代表使用者對於數位學習系統在持續使用上持正面態度。
This study investigated applications of ebook learning systems and usage continuance intention among elementary school students. The objectives of this study were to explore the students’ acceptance of and intention to continue using this innovative learning model and also compare differences between students from urban and non-urban areas. This study employed Technology Acceptance Model (TAM) as its theoretical foundation and Unified Theory of Technology Acceptance and Use of Technology (UTAUT) as its framework to measure elementary school students’ intention to continue using ebook learning systems. In addition to difference in usage time and between genders, this study also examined the effects of digital divide. In this study, perceived usefulness and perceived ease of use from TAM were combined into one single dimension—perceived effectiveness; satisfaction was a mediator variable; urban/non-urban area was a grouping variable; learning characteristics, teacher characteristics, system quality, teaching materials, and facilitating conditions were considered as exogenous variables. The sample consisted of 217 five or six-grade students from Taipei Private Tsai Hsing School and Dounan Elementary School. Results showed that students’ satisfaction with and perceived effectiveness of ebook learning systems were positively related to learning characteristics, teacher characteristics, system quality, and teaching materials; their usage continuance intention was positively affected by satisfaction, perceived effectiveness, and facilitating conditions. Further area comparison showed no significant differences in learner characteristics, teacher characteristics, system quality, teaching materials, facilitating conditions, satisfaction, perceived effectiveness, and usage continuance. In conclusion, user satisfaction with ebook learning systems was positively related to perceived effectiveness. Elementary school student tended to be more satisfied with an ebook learning system when they could benefit greater from using it. This finding also confirmed that most users had a positive attitude toward continuous use of their ebook learning systems. |
