| 摘要: | 本研究以探討使用雲端科技應用與持續使用為主旨，其目的在於了解使用雲端科技應用學習的學生，是否接受這創新學習的機制且持續使用。由於現今科技發展快速，再也不是只是傳統學習，而是融入了科技讓學生可以更有效的學習。 本研究為探討雲端學習使用者使用後的持續度，採用科技接受模型為理論基礎，來衡量使用雲端學習的學生對於雲端學習的持續使用意圖。而中間變數，將把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。對於外部變數，本研究彙整相關文件，以學習者特性、教學者特性、系統品質、教材內容、促成條件五個因素來探討。針對台北市再興中小學六年級實驗班級進行問卷調查(總計67位學童) 。問卷回收後以SPSS進行描述性統計、信度分析、t檢定、單因子變異係數檢定與相關係數檢定。 結果顯示，不同性別的使用者對於雲端系統使用的構面中在「持續使用」的平均得分有顯著差異，且男生顯著高於女生；不同使用時間的使用者對於雲端系統使用的構面中在「教材特性」的平均得分有顯著差異，且使用時間為3-6小時顯著高於1-3小時。研究結果發現，學習者特性、教學者的特性、系統品質與教材特性，對雲端學習者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。總結來說，知覺有效性對雲端學習者的滿意度有正向影響，代表使用者對於雲端科技應用系統在持續使用上持正面態度。
The purpose of this study is to investigate the application of cloud technology and use continuance in the elementary school. It is aim to understand how the students learn using cloud technology applications, whether to accept this innovative learning and the continued use of this mechanism. Due to the rapid development of modern technology, there is no longer to focus on the traditional learning, but integrated into the science and technology. According to the technology, students can learn more effectively. This study investigated the persistence after learning cloud users. The theoretical, TAM (Technology Acceptance Model), is basis to measure student learning through using cloud learning continuance intention. There are two intermediate variables, which are perceived effectiveness and satisfaction. The perceived effectiveness is intergraded perceived usefulness and perceived ease of use which are from TAM. For external variables, the study compiled file, learner characteristics, teacher characteristics, system quality, and teaching materials are discussed in the study. Sixty-seven questionnaires has been done and collected by students. The result were used the software, SPSS, to analysis the questionnaire. The result of this study shows as following: The different gender of user has shown a significant difference in average score in the factor-use continuance of cloud system. The score in male is much higher than the score in female. Also, the different user who use different time has shown an obviousely difference in average score in the factor-teaching materials of cloud system. The using time at 3-6 hours are much more than 1-3 hours. The investment result shows that learner characteristics, teacher characteristic, system quality and material characteristics have positive effect on Cloud learning satisfaction and perceived effectiveness. Moreover, satisfaction, perceived effective and study-compiled file have positive effect on continuously behavior intention. At last, perceived effectiveness have advantage effect on Cloud leaners’ satisfaction, and this implies that users have positive attitude towards Cloud technology application system. |
