| Summary: | 碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 105 === This study examined elementary school student teachers’ technology acceptance level of an interactive response system. Using the Technology Acceptance Model (TAM) as the basis for the research framework, this study investigated the correlations of external variables, internal variables, and use intention, and included the dimensions of system quality and perceive playfulness to construct the hypothetical model for conducting a path analysis in this study. The research participants comprised 109 elementary school student teachers enrolled in an elective teacher education course offered by a university in northern Taiwan. A questionnaire survey was conducted to collect data. The questionnaire comprised demographic items and a scale measuring the participants’ technology acceptance levels of an interactive response system. This study proposed nine hypotheses, which were verified using Pearson’s correlation and path analysis.
The following findings were derived:
1.The participants’ use of the interactive response system was significantly correlated with all TAM dimensions.
2.Significant differences in perceived ease of use, perceive playfulness, and use intention were observed among the participants according to their gender. Significant differences in the participants’ perceived ease and perceive playfulness of use for other cloud applications were also observed according to their familiarity with the applications. Participants’ teaching experience resulted in significant differences only for system quality.
3.Use intention was indirectly influenced by participants’ demographic attributes and the quality of the interactive response system through perceived usefulness, perceived ease of use, and perceive playfulness.
4.The path analysis results revealed that except for the effect of system quality on perceived ease of use, all other paths were supported. An analysis of the open interviews showed that most participants had previous experiences with similar interactive response systems, but that the proposed system in this study provided more comprehensive functions. However, the participants failed to acknowledge the system’s ease of use, which resulted in the nonsignificant effect of system quality on the participants.
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