Applying TAM to the Learning Strategy of Student Remarking Annotation and Assessing the Influence of Vision Creativity—Multimedia Course

• Main Authors: Yung-Tai Fan, 范雍泰
• Other Authors: Chun-Min Hung
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/25065284829554309504

碩士 === 崑山科技大學 === 資訊管理研究所 === 101 === Nowadays, a multimedia course usually contains many sophisticated technologies such as graphic design, color scheme, animation and vision creativity. Difficult to read the detail of a book, students are, therefore, unable to produce a vivid artwork corresponding to idea. Learning for speed up at vision creativity with remarking annotation is a common learning strategy. To evaluate the usefulness of automatic remarking annotation system is an interesting study. This study aimed at the following three objectives. The first, understanding the usefulness and feasibility of a remarking annotation system by TAM model. Second, discussing the affection of students use remarking annotation, where artistic conception in text transfer to implementing an animation artwork. Finally, the difference achievement of vision creativity is compared for distinct learning style. In this study, the traditional TAM model with different learning styles is used to conduct the comparison quasi-experiment of questionnaire survey with confirmatory factor analysis. A structured questionnaire with Felder-Silverman styles and technology acceptance scale is adopted by referring the relevant literatures. There are 50 valid subjects from 80% and 89% KSU-IM students who are studying multi-media course, respectively for pre-post test, are used to conduct the experiment of structural equation model with AMOS tools. Results were shown that the learning strategy of remarking annotation is accepted by means of satisfaction comparison, especially in perceived easy of use, behavior intention, and behavior attitude. However, perceived usefulness could be diversity due to certain learning style via four weeks training. To conclude that the learning strategy could help some students consolidate their vision creativity in multimedia course, but the significance of usefulness needs an excellent grouping treatment in advance. In the future, a discriminant of comprehension of multimedia materials for different learning style should be a contiguous work if sufficient samples used.