Discussion on Web-based Learning Behavior of Junyi Academy from the Perspectives of Technology Acceptance Model and Flow Theory

• Main Authors: Kuan-ming, Yen, 顏冠明
• Other Authors: chun-ching, Ho
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/login?o=dnclcdr&s=id=%22104NTTU5332001%22.&searchmode=basic

碩士 === 國立臺東大學 === 教育學系教學科技碩士班 === 104 === This study aims to explore the web-based learning behavior of Junyi academy from the perspectives of technology acceptance model and Flow Theory so as to understand the goodness-of-fit of hardware interface and software content of the platform for users and users' feelings. It contains three purposes, namely: 1) To understand the intentions of web-based learning behavior of learners of Junyi academy from the perspective of technology acceptance model. 2) To learn the experience of learners of Junyi academy from the perspective of Flow Theory. 3) To probe into the external factors and inner experiences affecting behavior intentions of learning of Junyi academy based on investigation results. This study adopted investigative research method, employed a questionnaire to collect and analyze data, and explored the specific views and feelings of users of Junyi academy so as to have a whole picture. The subjects of this study were users of Junyi academy. Data were analyzed with descriptive statistical analysis, independent sample t test, One-way ANOVA, Pearson product-moment correlation, and stepwise multiple regression analysis. The results of this study are as follows: 1) The web-based learning behaviors of users of Junyi academy vary according to users' background variables, such as, grade, school region, times of contact with the platform daily, and the context of using the platform. 2) The behavior intentions of using Junyi academy vary according to learners' perceived usefulness, attitude, perceived ease of understanding, balance between challenge and skill, integration of goals and perception, concentration and mastery, and different senses of time. 3) Each aspect of technology acceptance model and Flow Theory as of Junyi academy has a significant positive correlation with behavior intentions of web-based learning, wherein, perceived usefulness, attitude, balance between challenge and skill, integration of goals and perception, and concentration and mastery have significant predictive powers towards web-based learning.