| Summary: | 博士 === 國立成功大學 === 工程科學系 === 104 === Most of the previous studies on mobile learning focused on using cell phones to create situated learning contexts that enable students to learn anytime and anywhere, so as to increase their learning interest and motivation. However, some researchers have noted that the learning performance may be disappointing if such devices are used for situated learning without the support of appropriate learning strategies and instructor guidance. Therefore, this study proposed a jigsaw-based cooperative learning strategy with Google+ to support cooperative learning through social network services, and thus overcome the restrictions of traditional m-learning. In addition, Tablet PCs were used in this work as the learning device, as they have a better screen size than cell phones, and this can strengthen the reading effect, providing a better learning environment. An experiment was conducted in the general curriculum course “The ecological culture of Taiwan - the waters” to assess the effectiveness of the proposed approach. The experimental results show that this approach not only improved the students’ learning attitude, but also enhanced the effectiveness of learning. In addition, this study also explores the acceptance associated with using social network websites in a u-learning context. To carry out a more comprehensive investigation, a modified technology acceptance model (TAM) is developed, augmented with external factors, including collective efficacy and personal innovativeness in information technology (PIIT). This model is then used to examine the influential factors in students’ use of social networks to learn, and also to evaluate their learning attitudes and usage effects. This study collected 321 valid questionnaires and used them to test the proposed model. The results show that personal innovativeness in information technology and collective efficacy affect learner attitudes through perceived playfulness, perceived usefulness, and perceived ease of use, and in turn affect dimensions, such as satisfaction, self-perceived usage effects, and continued usage intention. Based on these results, instructional designers should work to use the diversity and richness of existing social network sites to enhance learner perceptions of the playfulness and usefulness of information technology, which in turn can produce more positive usage attitudes and greater learning satisfaction.
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