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題名:以自主學習與科技接受模式探討國小學生因材網學習成效之研究
作者:洪淑華
作者(外文):HUNG, SHU-HUA
校院名稱:國立屏東大學
系所名稱:教育行政研究所博士班
指導教授:黃靖文
學位類別:博士
出版日期:2023
主題關鍵詞:自主學習模式科技接受模式因材網學習成效self-regulation learning modeltechnology acceptance modeladaptive learning platformlearning performance
原始連結:連回原系統網址new window
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  隨著人工智慧高度發展,世界各國教育進入4.0時代,教育部於2016年委請臺中教育大學團隊建置「教師適性教學素養與輔助平臺」(簡稱因材網),結合新興科技工具與大數據,導入數位學習與科技輔助自主學習推動計畫,提升學生自主學習能力。2020年初全球受到COVID-19疫情影響,世界各國改以線上教學取代實體教學,因材網成為教師豐富的教學資源,學生便利的評量教材。
  本研究以自主學習模式、科技接受模式,探討「學習動機」、「自我控制」、「調節適應」、「認知易用性」、「認知有用性」、「使用意圖」等變項與國小高年級學生因材網學習成效間之關係。本研究採用調查研究法,以分層立意抽樣,透過線上問卷,針對屏東縣7所國民小學高年級學生,發出456份問卷,收回有效問卷共360份,以獨立樣本t檢定、單因子變異數分析、偏最小平方法之結構方程模式進行資料分析與驗證。
  研究結果發現:學習動機對自我控制有顯著正向影響、自我控制對調節適應有顯著正向影響、認知易用性對認知有用性有顯著正向影響、認知有用性對使用意圖有顯著正向影響、學習動機對認知易用性有顯著正向影響、學習動機對認知有用性有顯著正向影響、調節適應對使用意圖有顯著正向影響、調節適應對學習成效有顯著正向影響、使用意圖對學習成效有顯著正向影響。
  最後,本研究依據研究發現,對教育主管機關、學校教育人員、使用因材網學生與未來研究者提出建議。
  With the high development of artificial intelligence, education around the world has entered the 4.0 era. The Ministry of Education commissioned a team from the National Taichung University of Education to build the "Teacher Appropriate Teaching Literacy and Assistive Platform" (also known as the Adaptive Learning platform) in 2016, which combined emerging technology tools and big data to introduce digital learning and technology-assisted independent learning promotion programs to enhance students' independent learning abilities. Since the outbreak of COVID-19 in early 2020, countries around the world had replaced traditional face-to-face teaching with online education. So, the Adaptive Learning platform has become a rich teaching resource for teachers and a convenient assessment instrument for students as well.
  Based on the Self-Regulation Learning (SRL) Model and the Technology Acceptance Model (TAM), this study aimed to explore the relations between the variables which are learning motivation, self-control and adaptation, perceived ease of use, perceived usefulness, as well as use intention, and the elementary school students’ learning performance of the Adaptive Learning platform. The study employed the questionnaire survey method, adopting stratified purposive sampling to sample the senior students of the elementary school in Pingtung County. Data were collected through online questionnaire; 456 online questionnaires were issued and 360 valid questionnaires were returned. The data were analyzed and verified with t-test, one-way analysis of variance, and structural equation model of partial least square method.
  The following results were found: learning motivation has a significant positive effect on self-control; self-control has a significant positive effect on adaptation; perceived ease of use has a significant positive effect on perceived usefulness; perceived usefulness has a significant positive effect on use intention; learning motivation has a significant positive effect on perceived ease of use; learning motivation has a significant positive effect on perceived usefulness; adaptation has a significant positive effect on use intention; adaptation has a significant positive effect on learning performance and finally, use intention has a significant positive effect on learning performance.
  Finally, based on the above findings, this study provides suggestions for education administration authority, teachers, the students who use the adaptive learning platform and future researchers.
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蔡玲瓏、林巧雯(2021)。文創商品使用意圖之探討-以Pinkoi平臺為例。中原企管評論,19(1),67-86。https://bit.ly/3EYhNBg
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賴宗宏(2017)。應用因材網輔助國小數學科自主學習之研究〔未出版之碩士論文〕。國立臺中教育大學。https://hdl.handle.net/11296/vyd77a
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羅先耘與黃茂在(2021年3月2日)。戶外教育有助培育自主學習的學習者(一)。戶外教育資源平台。https://outdoor.moe.edu.tw/home/document/read.php?paperType=1&paperID=110&page=1
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三、日文部分
中田美喜子(2021)。アクティブラーニングの学習効果――オンライングループ学習における学習効果とSA参加の効果について――。広島女学院大学人文学部紀要,2,1-11。http://harp.lib.hiroshima-u.ac.jp/hju/metadata/12360
犬塚美輪、藤田哲也、篠ヶ谷圭太、中谷素之 與 岡田涼(2021)。大学における授業外学習・自主学習の支援。日本教育心理学会総会発表論文集,63,72-73。https://doi.org/10.20587/pamjaep.63.0_72
佐々木弘記(2018)。タブレット型PCを用いた親子による家庭学習と学校での道徳授業とのブレンド型授業に関する研究。中国学園紀要,17,141 – 147。https://doi.org/10.24770/00001058
柴田崇浩(2020)ICTを使用した演習とアクティブ・ラーニングに関する考察―演習事例をとおして―。浦和論叢,62,57-69。https://bit.ly/3XHXBw1
黒川太 與 河原礼修(2020)。大学生の学習成果と自主学習時間―千葉経済大学を事例とした実証分析。千葉経済論叢,63,101-117。http://id.nii.ac.jp/1451/00001541/
豊田順子 與 村上明子(2018)。ICT活用型反転授業学習効果の検証。関西外国語大学研究論集,107,95-104。http://doi.org/10.18956/00007789
稲垣忠、土屋利恵子、住谷徹 與 中垣眞紀(2017)。タブレットの家庭への持ち帰りによる自主学習の変容。日本教育工学会論文誌,40,141-144。https://doi.org/10.15077/jjet.S4007
 
 
 
 
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