Using the Technology Acceptance Model to Explore the Effect of Learning Intention and Self-Directed Learning on Smartphone Learning Outcomes

• Main Authors: Cheng, Jin-Han, 鄭景瀚
• Other Authors: Lo, Yen-Fen
• Format: Others
• Language: en_US
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/76499354638696988941

碩士 === 實踐大學 === 企業管理學系碩士班 === 100 === As burgeoning development of Communication Technology initiates a new milestone for education systems, the invention of smart mobile devices allow students convenient access to various types of educational applications. Through wireless network, aforementioned softwares are transferred from a device to an operation system by way of wireless network transmission. Learners benefit from the privilege to obtain learning materials at any given time, place, and under any circumstances, thus achieving ubiquitous learning. Smartphone learning is an innovative form of teaching which rectifies the shortcomings of traditional education, dissociates the negative impression of previous learning experience, thereby triggering greater motivation among participants. This study considers the Technology Acceptance Model by Davis et al. (1989) as the fundamental principle to conduct an in-depth research of participant’s perceptions, learning usage intention, and self-directed learning ability. Subsequently, this study seeks correlation or affected learning outcomes. The objective of this publication aims to offer software developers a reference for the future designs of learning applications. Samples of this study are primarily taken from smartphone users who posses learning applications downloaded on their devices. Invalid samples discarded, a total of 420 samples are retrieved with retrieval rate of 53% for valid retrieval. Empirical results reveal that learning outcomes are not only affected by user perceptions, but partial influence by learning behavior intention. In the dimension of self-directed learning ability, factors of independent study and fondness for learning also significantly intervene one’s learning intention and learning outcomes. Related hypothetical studies on the learning intentions of participants in adopting new technology, it has been found that there is a positive correlation between usage perceptions and usage intentions for new technology.