A Study on the Influence Factors of the Use of PaGamO Websites on Social Studies Learning Satisfaction and Effectiveness

• Main Authors: Chang,Pi-Sheng, 張弼勝
• Other Authors: Chiu,Shun-Po
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/6296n3

碩士 === 萬能科技大學 === 資訊管理研究所在職專班 === 106 === The development of Internet and computer technology has broken through the limitations of time and space, not only affecting life, but also impacting the type of learning. In the online teaching environment, teachers' teaching methods and roles need to be properly adjusted. Internet teaching brings shocks and challenges to the traditional education model, and it also provides a wealth of information sources and application channels for education. In recent years, there have been many Internet teaching systems, such as the Uniform Education Platform and PaGamO Learning Platform. However, when using these new teaching systems, what factors will affect the satisfaction of learning and the effectiveness of learning are worth investigating. In view of this, this study explored the correlation between internal and external motivation, perceived usefulness, perceptual ease of use, parental education expectations, learning satisfaction, and learning performance after the introduction of the PaGamO learning platform, hoping to enrich the relevant literature and provide information to students. Teachers and programming teams on site consult with students to help them learn more. In this study, questionnaires were sent to 201 students from Xiaoyuan 6th grade in Taoyuan County. A total of 195 questionnaires were effectively recovered. The reliability and validity of the first-stage measurement model and the hypothesis of the second-stage structural model were calculated using SmartPLS 2.0. The results of the study found that: (1) Both "intrinsic motivation" and "external motivation" have a significant positive effect on "social department satisfaction." (2) There was no significant positive effect of "intrinsic motivation" and "external motivation" on "social science effectiveness." (3) Both "perceived usefulness" and "perceived ease of use" have a significant positive effect on "social sector satisfaction." (4) "Perceived usefulness" has no significant positive effect on "social science effectiveness"; "perceived ease of use" has a significant positive effect on "social science effectiveness." (5) There is no significant positive effect of “Parent Education Expectations” on “Satisfaction of Social Sciences”. (6) There is no significant positive effect of “Parent Education Expectations” on “Social Sciences Performance”.