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本研究試圖以科技接受模型（Technology Acceptance Model）、計畫行為理論（Theory of Planned Behavior）、和整合性科技接受與應用模式（Unified Theory of Acceptance and Use of Technology）為基礎，延伸發展提出一概念模型探討學生對於使用電子學習系統之意圖，並以一選定大學內從原先Blackboard平台改用為Moodle平台之遷移為例。本研究提出之模型中最初考慮共有10個因素：認知易用性（PEOU）、感知有用性（PU）、態度（ATT）、主觀規範（SN）、知覺行為控制（PBC）、有利條件（FC）、自我效能感（SE）、感知使用者介面設計（PUID）、感知互動性（PI）和行為意圖（BI），和15個假設來衡量學生在從Blackboard平台換至Moodle平台時使用電子學習系統的使用意圖。
This study tries to investigate students intention in using e-learning systems with a migration case from Blackboard platform to Moodle in one selected university by applying a proposed extended conceptual model based on Technology Acceptance Model (TAM), Theory of Planned Behavior (TPB), and Unified Theory of Acceptance and Use of Technology (UTAUT) as the approach. A total of 10 factors namely Perceived Ease of Use (PEOU), Perceived Usefulness (PU), Attitude (ATT), Subjective Norms (SN), Perceived Behavior Control (PBC), Facilitating Condition (FC), Self-Efficacy (SE), Perceived User Interface Design (PUID), Perceived Interactivity (PI), and Behavior Intention (BI), and 15 hypotheses are originally considered in the proposed model to measure students intention to use e-learning system when migrating from Blackboard to Moodle system. The present study distributed web-based questionnaires online and hard copies in classes to gather the necessary information. A structural Equation Modeling (SEM) was then employed to analyze the originally proposed model. Results showed that the selected university brought an adaptation issue when conducting the process of migrating Blackboard system to Moodle system since 2004. Study further proposed a new model by eliminating two insignificant factors and adding one hypothesis. The result revealed that PBC factor has the most directly influential effect on BI. The finding in present study can be considered the suggestions for future e-learning system design to enhance its performance.
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Table of Contents
List of Figures
List of Tables
Chapter 1 Introduction
1.1 Research Background
1.2 Research Objectives
1.3 Research Outline
Chapter 2 Literature Review
2.1 Blackboard Learning System
2.2 Moodle Learning System
2.3 Technology Acceptance Model (TAM)
2.4 Theory of Planned Behavior (TPB)
2.5 Unified Theory of Acceptance and Use of Technology (UTAUT)
2.6 Tools for Assessing the Reliability of Scales
2.7 Path Model
2.8 Structural Equation Modeling (SEM)
2.9 Model Fit
Chapter 3 Research Methodology
3.1 Research Model and Hypotheses
3.2 Model Development
3.2.1 Perceived Ease of Use (PEOU)
3.2.2 Perceived Usefulness (PU)
3.2.3 Attitude (ATT)
3.2.4 Subjective Norms (SN)
3.2.5 Perceived Behavior Control (PBC)
3.2.6 Facilitating Condition (FC)
3.2.7 Self-Efficacy (SE)
3.2.8 Perceived User Interface Design (PUID)
3.2.9 Perceived Interactivity (PI)
3.2.10 Behavior Intention (BI)
3.3 Factors-proposed Model Hypotheses
3.4 Questionnaire Design
Chapter 4 Results and Discussion
4.1 Questionnaire Results and Evaluation
4.1.1 Evaluation of Questionnaire Reliability and Validity
4.1.2 Model Results
4.2 Model Revision
4.2.1 Evaluation of Questionnaire Reliability and Validity
4.2.2 Model Results
Chapter 5 Conclusion and Future Study
5.2 Research Limitations
5.3 Future Study and Suggestions