| Summary: | 碩士 === 萬能科技大學 === 資訊管理研究所在職專班 === 104 === The study aims to research on the impact of the primary school students’ using Intelligent Mobile Device (I.M.D.) on their flow and addiction and to explore whether the interference of the “flow experience” has significant differences in the impact of different addiction levels on the “Learning Achievements”. The objects are the 5th and 6th grades of a primary school in New Taipei City. The data were collected by Internet questionnaire and the total 487 valid questionnaires were analyzed. The research results show that 97% of the 5th and 6th graders have their own I.M.D., which is a pretty high penetration rate. Nearly 40% of the users’ parents adopt the open-minded attitude toward the use of the I.M.D. Thus, more than 20% of the 5th and 6th graders spend more times and time on using the I.M.D. More than 70% of the I.M.D. users spend their time on “recreation” (i.e. playing games) and “social groups” (i.e. Line, Facebook, Google+). Only 14% of users spend their time on learning (which is less percentage comparatively). Therefore, the loose management style of the 40% of the users’ parents and the excessive frequency and time spending on I.M.D. may cause addiction and affect the “learning attitude”, “interpersonal relationship” and “academic scores”.
The study also shows that the 5th and 6th graders’ use of I.M.D. has a significant influence on the “learning attitude”, “academic scores” and “interpersonal relationship”, i.e. the three parts of the “Learning Achievements”. Moreover, the impact of the “degree of addiction” toward two parts of “Learning Achievements”, i.e. “learning attitude” and “academic scores” is affected by the interference of “flow experience”; whereas the “interpersonal relationship” is not affected. The reason is that 61.2% of the sample parents of the I.M.D. users still “prohibit the use” or “specify and limit the time of usage”. This part of the student users has less chances of excessive immersion or addiction, even though they secretly use it or use it under regulation, thus the impact of their real interpersonal relationship is not significant.
Based on research results of the analysis and conclusions, to propose concrete recommendations as a reference for parents or school teaching and counseling of students.
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