应用科技接受与使用整合模式研究中学生之数位阅读行为意图和使用.PDF

高雄師大學報 2014, 36, 15-33 應用科技接受與使用整合模式研究中學 生之數位閱讀行為意圖和使用行為 1 2 3 黃美利 、林修慶 、鄭榮祿 摘 要 本研究是以科技接受與使用整合模式，探討中學生(含國中、高中)對於數位閱讀 的行為意圖和使用行為。以高雄市的中學生為樣本，採用問卷調查法，共1027 個學 生接受調查，有效問卷994 份。研究結果顯示平均每天閱讀時間3 小時以下人數最多。 年齡、家庭狀況、經驗、監護人學歷和自願性對數位閱讀工具的選擇有顯著差異。控 制變數年齡在績效期望、努力期望和社會影響皆有顯著差異。監護人學歷為博士和碩 士，對努力期望和有利條件有顯著差異。閱讀目的在績效期望有顯著差異，依序分別 為無聊打發時間，休閒娛樂，吸收新知，最後是課業學習。 關鍵詞：數位閱讀、科技接受與使用整合模式、行為意圖、使用行為 投稿日期：2014/03/17 ；接受日期：2014/06/20 1 義守大學化學工程系副教授 2 高雄市仁武高中教師 3 義守大學資訊管理系副教授 16 高雄師大學報 第三十六期 Applying UTAUT to Study the Digital Reading Behavioral Intention and Use Behavior of High School Students * ** *** Mei-lee Hwang Hsiu-ching Lin Rong Jeng Abstract This study was mainly aimed at studying the high school students’ behavioral intention and use behavior of digital reading. It is based on the Unified Theory of Acceptance and Use of Technology. Both students of junior high schools and senior high schools were sampled in the Kaohsiung area. A questionnaire survey was adopted and data were collected. A total of 994 questionnaires were recalled. The results are listed as follows: Most students spend less than three hours in digital reading every day. Age, family status, experience, educational degree of guardian, and voluntariness of use are the reason of reading tools selection. Performance Expectancy, Effort Expectancy and Social Influence are different between senior high school students and junior high school students. Effort Expectancy and