本文選題：TAM模型 + 研究生��； 參考：《山東師范大學(xué)》2015年碩士論文

【摘要】：隨著無(wú)線網(wǎng)絡(luò)技術(shù)的飛速發(fā)展以及智能手機(jī)、平板電腦等移動(dòng)設(shè)備的全面普及，孕育出一種新的學(xué)習(xí)方式——移動(dòng)學(xué)習(xí)。移動(dòng)學(xué)習(xí)作為一種新的學(xué)習(xí)方式，由于其不受時(shí)間、地點(diǎn)限制的特性，相較于傳統(tǒng)學(xué)習(xí)方式表現(xiàn)出巨大的優(yōu)越性，使其成為當(dāng)今教育領(lǐng)域改革和發(fā)展的熱點(diǎn)之一。據(jù)調(diào)查年齡在18歲到30歲的人群為移動(dòng)學(xué)習(xí)的主要用戶群，而大學(xué)生和研究生由于思維靈活、富有想象力并且樂(lè)于接受新鮮事物，成為移動(dòng)學(xué)習(xí)最主要的研究對(duì)象。然而，國(guó)內(nèi)學(xué)者對(duì)于移動(dòng)學(xué)習(xí)的研究主要集中在大學(xué)生用戶，與大學(xué)生相比研究生的學(xué)習(xí)方式和學(xué)習(xí)內(nèi)容都有著較大的差異，，但是研究生在移動(dòng)學(xué)習(xí)用戶群中也同樣占有著重要的比例，因此很有必要了解研究生移動(dòng)學(xué)習(xí)使用意愿的影響因素。 本研究旨在了解影響研究生用戶移動(dòng)學(xué)習(xí)使用意愿的因素，以期為移動(dòng)學(xué)習(xí)的相關(guān)理論提供數(shù)據(jù)參考，通過(guò)實(shí)踐研究來(lái)促進(jìn)移動(dòng)學(xué)習(xí)的發(fā)展。本研究通過(guò)對(duì)TAM模型、移動(dòng)學(xué)習(xí)影響因素等理論文獻(xiàn)的梳理，為本文的寫作打下理論基礎(chǔ)。并借鑒TAM模型構(gòu)建了移動(dòng)學(xué)習(xí)影響因素初始模型，提出相應(yīng)的研究假設(shè)。最后在此模型的基礎(chǔ)上設(shè)計(jì)出研究生移動(dòng)學(xué)習(xí)影響因素問(wèn)卷調(diào)查表，并以山東師范大學(xué)的研究生用戶為研究對(duì)象，采用問(wèn)卷調(diào)查的方式對(duì)研究生移動(dòng)學(xué)習(xí)影響因素進(jìn)行調(diào)查，調(diào)查獲得的相關(guān)數(shù)據(jù)采用Spss19.0和Amos20.0數(shù)據(jù)分析軟件進(jìn)行分析。 通過(guò)分析得出以下結(jié)論：（1）研究生感知移動(dòng)學(xué)習(xí)易用性和其感知移動(dòng)學(xué)習(xí)有用性之間存在顯著的正相關(guān)性；（2）研究生感知移動(dòng)學(xué)習(xí)有用性和其使用移動(dòng)學(xué)習(xí)的態(tài)度之間存在顯著的正相關(guān)性，同時(shí)研究生感知移動(dòng)學(xué)習(xí)有用性和其使用移動(dòng)學(xué)習(xí)的行為意愿之間也存在顯著的正相關(guān)性；（3）研究生感知移動(dòng)學(xué)習(xí)易用性和其使用移動(dòng)學(xué)習(xí)的態(tài)度之間不存在顯著的正相關(guān)性，這是本研究的一個(gè)重要有趣的發(fā)現(xiàn)。在已有的絕大多數(shù)研究中，感知易用性對(duì)人們接受新的信息技術(shù)都會(huì)產(chǎn)生顯著的影響；（4）研究生感知移動(dòng)學(xué)習(xí)的娛樂(lè)性和其使用移動(dòng)學(xué)習(xí)的態(tài)度之間存在顯著的正相關(guān)性；（5）移動(dòng)學(xué)習(xí)的資源優(yōu)化性和研究生使用移動(dòng)學(xué)習(xí)的態(tài)度之間存在顯著的正相關(guān)性；（6）社會(huì)影響和研究生使用移動(dòng)學(xué)習(xí)的態(tài)度之間存在顯著的正相關(guān)性，同時(shí)社會(huì)影響和研究生使用移動(dòng)學(xué)習(xí)的行為意愿之間也存在顯著的正相關(guān)性；（7）社會(huì)影響和研究生感知移動(dòng)學(xué)習(xí)的有用性之間存在顯著的正相關(guān)性；（8）研究生使用移動(dòng)學(xué)習(xí)的態(tài)度和其使用移動(dòng)學(xué)習(xí)的行為意愿之間存在顯著的正相關(guān)性。
[Abstract]:With the rapid development of wireless network technology and the popularization of mobile devices such as smart phones and tablets, a new learning method, mobile learning, has been developed. As a new learning method, mobile learning has become one of the hotspots in the field of education reform and development, because it is not limited by time and place, compared with the traditional learning mode. People aged between 18 and 30 are the main users of mobile learning, while college students and graduate students have become the main research object of mobile learning because of their flexible thinking, imagination and willingness to accept new things. However, domestic scholars' research on mobile learning mainly focuses on college students' users. Compared with college students, there are great differences in the learning style and content of graduate students. However, graduate students also occupy an important proportion in the mobile learning user group, so it is necessary to understand the influencing factors of mobile learning willingness of graduate students. The purpose of this study is to understand the factors that affect the mobile learning willingness of graduate students in order to provide data reference for the relevant theories of mobile learning and to promote the development of mobile learning through practical research. This study lays a theoretical foundation for the writing of this thesis by combing the TAM model and the influencing factors of mobile learning. Based on the TAM model, the initial model of the influencing factors of mobile learning is constructed, and the corresponding research hypotheses are put forward. Finally, based on this model, a questionnaire on the influencing factors of graduate mobile learning is designed, and taking the graduate students of Shandong normal University as the research object, the influencing factors of graduate mobile learning are investigated by questionnaire. The related data were analyzed by Spss19.0 and Amos20.0 data analysis software. Conclusion: 1) there is a significant positive correlation between perceived mobile learning usability and perceived mobile learning usefulness of graduate students. 2) perceived mobile learning usefulness of graduate students and their attitudes towards using mobile learning. There was a significant positive correlation between them. At the same time, there is also a significant positive correlation between the perceived usefulness of mobile learning and their willingness to use mobile learning. 3) there is no significant positive correlation between the perceived usability of mobile learning and their attitude towards mobile learning. This is an important and interesting finding in this study. In most of the research that has been done, Perceived ease of use has a significant impact on people's acceptance of new information technologies. 4) there is a significant positive correlation between the entertainment of perceived mobile learning and their attitude towards mobile learning. There was a significant positive correlation between the social impact and the attitude of graduate students to use mobile learning, and there was a significant positive correlation between the social impact and the attitude of graduate students to use mobile learning. There is also a significant positive correlation between social impact and the behavioral willingness of graduate students to use mobile learning. (7) there is a significant positive correlation between social impact and perceived usefulness of mobile learning among graduate students. There is a significant positive correlation between the attitude of active learning and their willingness to use mobile learning.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 余勝泉;移動(dòng)學(xué)習(xí)——當(dāng)代E-Learning的新領(lǐng)域[J];中國(guó)遠(yuǎn)程教育;2003年22期

2 馬如宇;;影響移動(dòng)學(xué)習(xí)用戶使用態(tài)度的前置性和潛在性因素解析——基于擴(kuò)展式科技接受模型的視點(diǎn)[J];中國(guó)遠(yuǎn)程教育;2009年08期

3 李凡;陳琳;;移動(dòng)學(xué)習(xí)期刊論文內(nèi)容的分析研究[J];中國(guó)遠(yuǎn)程教育;2010年12期

4 葉成林,徐福蔭,許駿;移動(dòng)學(xué)習(xí)研究綜述[J];電化教育研究;2004年03期

5 顧小清;顧鳳佳;;微型移動(dòng)學(xué)習(xí)的可用性設(shè)計(jì)[J];電化教育研究;2010年02期

6 郭紹青;黃建軍;袁慶飛;;國(guó)外移動(dòng)學(xué)習(xí)應(yīng)用發(fā)展綜述[J];電化教育研究;2011年05期

7 顧小清;付世容;;移動(dòng)學(xué)習(xí)的用戶接受度實(shí)證研究[J];電化教育研究;2011年06期

8 楊文陽(yáng);;終身學(xué)習(xí)理念下的移動(dòng)學(xué)習(xí)框架探究[J];中國(guó)遠(yuǎn)程教育;2013年04期

9 葉成林,徐福蔭;移動(dòng)學(xué)習(xí)及其理論基礎(chǔ)[J];開放教育研究;2004年03期

10 王偉;鐘紹春;呂森林;;大學(xué)生移動(dòng)學(xué)習(xí)實(shí)證研究[J];開放教育研究;2009年02期

本文編號(hào)：1893650