| Summary: | 碩士 === 大葉大學 === 資訊管理學系碩士班 === 105 === Abstract
Information technology development So far, many educational leaders have made breakthroughs in the course of the course, from the traditional narrative method to the use of electronic whiteboard or digital technology products (Tablet PC, smart phones, desktop computers and I Pad, etc.), so The interaction and discussion between the teacher and the student or between the peers will increase the richness and interest of the course to inspire students to resonate with their studies and to be helpful in learning. So the researchers want to explore the use of digital technology in primary school students on their own learning attitude. A total of 289 questionnaires were published in this study. The results of the study are as follows︰
1. Perceived pleasure has a positive impact on performance expectations and
expectations.
2. Expectation, community impact and performance expectationshave a positive impact on
network immersion.
3. Internet immersion, performance expectations, expectations, and community impact have
a positive impact on learning intent.
4. The promotion of conditions, behavioral intentions and network immersion have a
positive impact on learning attitude.
5. Expectations, community impact and performance expectations are immersed in the
network, with gender and grade interference, no regulatory effect.
6. To pay for expectations and community impact on learning intentions, to the level of
interference, no regulatory role.
7. Performance expectations, pay expectations and community shadow learning intentions,
to interfere with sex, no regulatory role.
8. Promote the conditions of learning attitude, to interfere with the grade, no
regulatory role.
9. The impact of the community on the learning intention has not been significantly
influenced by the voluntary, no regulatory role.
|
|---|
