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Please use this identifier to cite or link to this item: http://hdl.handle.net/11455/22825
標題: 大學生對於平板電腦電子教科書轉換行為之實證研究
An Empirical Study of University Student Switching Behavior Toward Tablet E-Textbook Applications
作者: 柯俊宇
Ko, Chun-Yu
關鍵字: 平板電腦學習;Tablet learning;平板電腦電子教科書應用;推拉模型;Tablet e-textbook applications;Push-Pull-Mooring
出版社: 科技管理研究所
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Information & Management, 45(1), 52-64. Lui, S. M. (2005). Impacts of Information Technology Commoditization: Selected Studies from Ubiquitous Information Service. Ph.D, Hong Kong University of science and technology, HK, China. Moore, M. G. (1989). Editorial: Three types of interaction. American Journal of Distance Education, 3(2), 1-7. Morganosky, M. A. (1986). Cost- versus convenience-oriented consumers: Demographic, lifestyle, and value perspectives. Psychology and Marketing, 3(1), 35-46. Najjar, L. J. (1998). Principles of Educational Multimedia User Interface Design. Human Factors, 40(2), 311-323. Ong, C.-S., & Lai, J.-Y. (2006). Gender differences in perceptions and relationships among dominants of e-learning acceptance. Computers in Human Behavior, 22(5), 816-829. Ouellette, J. A., & Wood, W. (1998). Habit and intention in everyday life: the multiple processes by which past behaviour predict future behaviour. Psychological Bulletin, 124(1), 54-74. 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Computer based assessment: Gender differences in perceptions and acceptance. Computers in Human Behavior, 27(6), 2108-2122. Verplanken, B., & Orbell, S. (2003). Reflections on Past Behavior: A Self-Report Index of Habit Strength. Journal of Applied Social Psychology, 33(6), 1313-1330. Wang, Y.-S., Wu, M.-C., & Wang, H.-Y. (2009). Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, 40(1), 92-118. Woody, W. D., Daniel, D. B., & Baker, C. A. (2010). E-books or textbooks: Students prefer textbooks. Computers & Education, 55(3), 945-948. Ye, C., & Potter, R. (2007). The Role of Habit in Post-Adoption Switching of Personal Information Technologies A Push, Pull and Mooring Model. DIGIT 2007 Proceedings., 7. Yi, C.-C., Liao, P.-W., Huang, C.-F., & Hwang, I.-H. (2009). Acceptance of mobile learning: a respecification and validation of information system success. 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Conference papers Anderson, R., Anderson, R., Simon, B., Wolfman, S. A., VanDeGrift, T., & Yasuhara, K. (2004). Experiences with a tablet PC based lecture presentation system in computer science courses. Paper presented at the Proceedings of the 35th SIGCSE technical symposium on Computer science education, Norfolk, Virginia, USA. Cheng, Z., Yang, Y., & John, L. (2009, 5-8 January). Cyber Migration: An Empirical Investigation on Factors that Affect Users'' Switching Intentions in Social Networking Sites. Paper presented at the 42nd Hawaii International Conferences on System Science, Hawaii, USA. Hou, A. C. Y., Chern, C.-C., Chen, H.-G., & Chen, Y.-C. (2009). Using Demographic Migration Theory to Explore Why People Switch Between Online Games. Paper presented at the 42nd Hawaii International Conference on System Sciences, Waikoloa, Big Island, Hawaii. Zhang, K. Z. K., Cheung, C. M. K., Lee, M. K. O., & Chen, H. (2008). Understanding the Blog Service Switching in Hong Kong: An Empirical Investigation. Paper presented at the Proceedings of the Proceedings of the 41st Annual Hawaii International Conference on System Sciences.
摘要: 
隨著資訊科技的快速發展，平板電腦結合了行動裝置和筆記型電腦的特徵並開創出創新的學習模式，現今許多校園已採用平板電腦作為教學應用。平板電腦的尺寸、直覺化的設計、流暢的操作方式加上整合各式各樣的教學應用，使其具備一定的潛力超越，甚至取代以往的學習工具。隨著這股趨勢，越來越多的校園開始注意到了透過平板電腦來進行學習，並且開始採用平板電腦做為新一代的教學工具，但現今只有少數的研究探討影響學生轉換到平板電腦學習的因素。因此，此研究試圖分析何種因素會影響學生對於使用平板電腦電子教科書的轉換意圖，並透過推拉模型The Push-Pull-Mooring (PPM) 與結構化方程式來描繪及解釋推力、拉力與躊躇力三者之結構化的關係。並藉由分析躊躇變數與性別來分析此兩種調節變數是否對於推力/拉力與轉換意圖之間有調節效果。此研究結果顯示，推力、拉力、與躊躇力對於學生的轉換意圖皆有顯著的影響，學生對於平板電腦所帶來優勢，包括媒體豐富性、同儕之間的影響及學習上的輔助皆有助於提升學生之轉換意圖，推力與躊躇力相對於拉力來說影響較小；習慣性、轉換成本對於轉換意圖有負面的影響，將導致學在轉換的過程中猶豫不決；躊躇變數與性別則無顯著的調節效果。

Due to the rapid pace of development and innovation in information technology, a new learning tool, tablet-based PC, appears as a blend of mobile devices and laptops which combine both advantages and become a new learning pattern in campus. With the fit size, intuitive, and streamlined design, tablet-based PCs integrate various learning applications and have potential to surpass tradition learning tools by creating a better way for learning. With this trend, more and more schools have realized the value of tablet learning and began to use tablet device as an educational tool, but there is only a limited understanding about what factors drive students’ switching intentions to tablet learning. Thus, this research attempts to explore factors influencing students switching intentions toward tablet e-textbook applications. The Push-Pull-Mooring (PPM) model had been adopted to delineate students’ switching intentions towards tablet e-textbook applications by examining structural relationships among push, pull, and mooring factors on switching intentions. Furthermore, mooring factors and gender had applied into our research model to analysis whether these two variables moderate the relationship of push/pull factors on switching intentions.
Our results revealed that push, pull and mooring effects all significant influence students’ switching intentions toward tablet e-textbook applications. Pull effects have the strongest power affecting student’s switching intentions while push and mooring effects relatively weaker than pull effects. Mooring effects include habit and switching cost negatively influenced switching intentions. Furthermore, moderating effects of mooring factors and gender are found to be insignificant in this study.
URI: http://hdl.handle.net/11455/22825
其他識別: U0005-2507201201581300
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