| Summary: | 碩士 === 國立臺灣科技大學 === 資訊管理系 === 100 === Since the science and technology development, Computer-assisted instruction (CAI) becomes more diverse. Academic research and practical instruction both focus on effectiveness as well as performance of learning through CAI. In instructional design, most researchers consider the factors that effectiveness of learning, but ignore the feelings of students. Therefore, this study designs to create a happy learning atmosphere for students, make them like school learning and improve the intention of continuously using CAI.
In the past, the Expectation Confirmation Theory (ECT) was mostly used in utilitarian perspectives, considers confirmation, usefulness, and satisfaction affect to continued use. However, they ignored the psychological impact of the continued use. In this paper, the authors propose that hedonic perspective is also an important determinant of continued used and develop happy flow and happy confirm.
Furthermore, our research classified Maslow's needs hierarchy theory as well as integrated the definition of flow theory to the theory of four senses of happiness as following: Sense of well-off、 Sense of security、Sense of personal value and Free of anxiety. The instructional design was follow the four factors. After a happy CAI learning experience, students’ intention to continuously using will increase.
The authors develop and test a model of consequences of utilitarian and hedonic perspectives in ECT. After an Experimental Design, Data were collected from 203 junior high school students. The result shows both utilitarian and hedonic perspectives positive direct effect on continuous intention. We also found that happy instructional designs that consider the theory of four senses of happiness is important to affect happy flow experience and positive influence on the continuous learning.
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