| Summary: | 碩士 === 國立臺中教育大學 === 數位內容科技學系碩士班 === 102 === This research was aimed at studying motivation, acceptance and satisfaction degree of preschool teachers of digital teaching resource website though Mobile device. Preschool teachers could utilize mobile device and QR code to combine course materials in the situational teaching processes, they also could observe class situations at the same time by using Mobile device to make more completed teaching records. The content in the teaching resource website includes ：(1) course guidelines, teaching plans and many references before classes (2) teaching materials, multimedia information and internet information (3) a platform for teachers to record teaching achievement ,photos and interact with parents after school.
To achieve this goal, after establishing the digital teaching resource system, with preschool teachers as target population, obtained data was analyzed with internet self-efficacy, information content quality, system quality, interpersonal communication, teaching efficiency and system acceptance these six potential variables. Using SPSS and AMOS analysis software to analyze the reliability and validity of the questionnaire, structural equation modeling and path analysis to define the users’ evaluation and find out approaches of improving direction.
The result showed：1. Internet self-efficacy factor has an obvious and positive influence on the system acceptance factor. 2. Interpersonal communication factor has an obvious and positive influence on the system acceptance factor. 3. Teaching efficiency factor has an obvious and positive influence on the system acceptance factor. 4. System quality factor has a negative impact on the system acceptance factor. 5. With teaching experience as moderator variable, grouping paths with good fit structural equation modeling (SEM), the critical ratio between path coefficient parameters doesn’t reach a significant difference. No matter how long the length of teaching experience is, none reaches any significant standard, so after a structural equation model analysis, this research indicated that regardless of the length of the preschool teachers’ years of teaching, there was no significant difference in the use of the system acceptance.
|
|---|
