• 沒有找到結果。

Wiimote電子白板應用於國小教學模式之建置與評估

N/A
N/A
Protected

Academic year: 2021

Share "Wiimote電子白板應用於國小教學模式之建置與評估"

Copied!
119
0
0

加載中.... (立即查看全文)

全文

(1)

Wiimote

Development and Evaluation of using

Wiimote Whiteboard teaching in

elementary schools

(2)

(3)

wiimote wiimote wiimote wiimote wiimote wiimote wiimote wiimote wiimote wiimote wiimote

(4)

Abstract

This study investigated the current usage of Wiimote Whiteboard among elementary school teachers and analyzed the teachers’ intention to use Wiimote whiteboard using Technology Acceptance Model (TAM). Under promotion by Ministry of Education, integration of information technology has been a focal development item for all elementary schools. Proper utilization of instructional technologies, such as Wiimote Whiteboard, is believed to help increase the effectiveness of teaching in multiple aspects. This study explored factors affecting teachers’ use of information technology in teaching. Data were collected from questionnaire survey, and the proposed model and hypotheses were validated using Structural Equation Modeling (SEM). Found the following conclusions were described as follows:

1. Significant gender differences existed in elementary school teachers’ “attitude toward

innovation”, “information confidence” and “perceived ease of use” of Wiimote Whiteboard.

2. The teachers’ “attitude toward innovation”, “information confidence”, “administrative

support from the school”, “perceived ease of use”, “perceived usefulness” and “behavioral intention” regarding use of Wiimote Whiteboard were not significantly affected by their age, length of service, school scale and position.

3. Teachers who established the Wiimote Whiteboard instructional system by themselves

showed higher “attitude toward innovation”, “information confidence”, “perceived ease of use”, “perceived usefulness” and “behavioral intention” than those who did not.

4. “Perceived usefulness” of Wiimote Whiteboard was significantly and positively affected

by teachers’ “attitude toward innovation” and “administrative support from the school”.

5. “Perceived ease of use” of Wiimote Whiteboard was significantly and positively affected

by teachers’ “attitude toward innovation” and “information confidence”.

6. “Perceived usefulness” of Wiimote Whiteboard was significantly and positively affected

by “perceived ease of use” of Wiimote Whiteboard.

7. The teachers’ “intention to use” Wiimote Whiteboard was significantly and positively

affected by “perceived usefulness” and “perceived ease of use” of Wiimote Whiteboard.

Key Words: Wiimote WhiteBoard, Technology Acceptance Mode (TAM), Structural Equation Modeling (SEM)

(5)

... 1 ... 1 ... 3 ... 5 ... 5 ... 6 ... 8 ... 8 Wiimote ... 16 ... 饋9 ... 37 ... 44 ... 44 ... 45 ... 46 ... 47 ... 55 ... 57 ... 61 ... 61 ... 64 ... 68 ... 78 ... 84 ... 84 ... 88 ... 91 1 wiimote ... 101 饋 wiimote ... 108

(6)

饋-1 ... 9 饋-饋 wiimote ... 11 饋-3 ... 1饋 饋-4 LED ... 饋1 饋-5 ... 31 饋-6 ... 34 饋-7 ... 41 3-1 ... 47 3-饋 ... 48 3-3 wiimote ... 47 3-4 ... 50 3-5 ... 53 3-6 ... 53 3-7 ... 54 3-8 ... 54 3-9 ... 55 3-10 ... 55 3-11 ... 56 3-1饋 SEM ... 59 4-1 ... 6饋 4-饋 ... 63 4-3 t ... 65 4-4 ... 66 4-5 ... 66 4-6 ... 67 4-7 ... 67 4-8 t ... 68 4-9 ... 69 4-10 Pearson ... 70 4-11 ... 7饋 4-1饋 ... 73 4-13 ... 74 4-14 ... 75

(7)

4-15 ... 76 4-16 ... 78 4-17 ... 80 4-18 ... 81 4-19 ... 81 4-饋0 ... 81 5-1 ... 85 5-饋 ... 86

(8)

饋-1 ... 8 饋-饋 wiimote ... 10 饋-3 ... 17 饋-4 wiimote ... 17 饋-5 wiimote 1 ... 18 饋-6 wiimote 饋 ... 18 饋-7 wiimote 3 ... 19 饋-8 wiimote ... 19 饋-9 wiimote ... 饋0 饋-10 USB ... 饋0 饋-11 LED ... 饋1 饋-1饋 LED ... 饋饋 饋-13 wiimote ... 饋4 饋-14 Wiimote Smoothboard ... 饋5 饋-15 wiimote ... 饋6 饋-16 wiimote ... 饋7 饋-17 Relationships between Confidence barrier and other barriers. . 30 饋-18 . ... 34 饋-19 . ... 37 饋-饋0 饋. ... 40 3-1 . ... 44 3-饋 . ... 45 4-1 . ... 79 4-饋 . ... 80

(9)

wiimote wiimote 饋008 e e 饋006 e

(10)

-Schools and Families) (Primary Schools Whiteboard

Expansion project, PSWE) 饋001 饋004 饋,500

BECTA 饋007 饋008 饋008 饋008 饋008 Levy 饋00饋 饋009 1~3 e e 100% e e 饋009 e e web 2.0

(11)

e e 饋009 饋007 44% e e e 饋009

(12)

e 饋010

wiimote wiimote

Projects - Wii wiimote

Lee 饋007 wiimote wiimote wiimote wiimote wiimote wiimote

(13)

wiimote wiimote wiimote wiimote wiimote wiimote wiimote wiimote wiimote wiimote

(14)

e

wiimote

Wii Wii

(15)

饋009

Carnegie Mellon University Johnny Chung Lee

Johnny Chung Lee - Projects - Wii YouTube

wiimote LED

wiimote CMOS LED

wiimote CMOS wiimote

LED LED wiimote

(16)

wiimote

饋007 「 」

饋006

(17)

DIGITIMES IT 饋007 饋-1 (DIGITIMES IT 饋007 XY XY VOSA (X ) (Y ) Smartboard Promethean

(18)

饋-1 3 XY Hitachi IBEA wiimote LED 2-2 2-2 wiimote Wiimote

(19)

wiimote wiimote wiimote LED 饋-饋 饋-饋 wiimote wiimote 2000 5000

( British Educational Communications and Technology Agency, BECTA ) (Manchester Metropolitan University)

(Evaluation of Primary Schools Whiteboard Expansion Project)

饋004 9 饋006 1饋

(20)

IWB) BECTA 饋007 饋0 96 160 1( 5-7) 3156 饋0 97 17饋 饋( 7-11) 4116 2-3 饋007 BECTA 饋007 1 5-7 饋 7-11) 4.75 ( ) 饋.5 5 7.5 饋.5 1 饋 BECTA 饋007

(21)

饋007 饋007 -1. (Bell 饋00饋) 饋. (Smith A 1999) 3. (Heather J. Smith,

Steve Higgins, Kate Wall & Jen Miller 饋005)

4.

饋008

5. 饋010

6. 饋009a

(22)

8. 饋009 9. 饋009 1. (Levy 饋00饋) 饋. (Levy 饋00饋) 3. ( 饋009) 4. 饋008 5. 饋009a 6. 饋009a 7. 饋008 8. 饋008 9. ( 饋010) 1. ( 饋009)

(23)

饋. 饋008 3. 饋010 4. 饋008 饋009 wiimote wiimote 饋010

(24)

Wiimote

wiimote Lee 饋007 wiimote wiimote 82 1. 42mm 2500g 2010 LED 2. 2-3 3. LED 2009a 4.

(25)

2009b

2-3

USB wiimote

wiimote Wii Remote) wii

CMOS LED

(26)

wiimote 1. 2-5 wiimote 饋009a 2-5 wiimote 1 饋009 饋. ( 2-6) wiimote CMOS wiimote 2-6 wiimote 2 饋009

(27)

3. ( 2-7) 2-7 wiimote 3 饋009a :(1) wiimote wiimote (2)wiimote wiimote wiimote 2-8 2-8 wiimote 饋009 wiimote

(28)

wiimote 饋009

110v 3v wiimote

SYNC wiimote whiteboard wiimote

1 2 SYNC

wiimote 10

wiimote 1.2

2-9 wiimote 饋009b

2. USB USB wiimote

USB

2-10

(29)

LED LED LED 2-11 2-11 LED 饋009b WiiTeachers.com 饋010 LED wiimote LED 1.5V 3 LED

LED wiimote Ben Jones 饋008

2-4 LED Vishay TSAL 6400 IR LED IR LED 950nm 940nm 940~950nm +-饋5 15 1.6V 1.3-饋.饋v 100mA 50mA

LED LED LED

(30)

LED 1

LED Lee,

2007 2 LED

( 2-12)

LED Tip Pressure switch IR pen)

LED

LED 1 LED

wiimote Lee 2007 2 LED

wiimote wiimote 2009 2-12 2-12 LED 饋009b wiimote LED LED wiimote

Microsoft .NET Framework

饋00饋

wiimote .NET

(31)

,windows 7 .NET

wiimote

BlueSoleil Toshiba Widcomm Microsoft

BlueSoleil

wiimote 1 2 20

饋009a

wiimote wiimote

1.Johnny Chung Lee 饋007 Wiimote Whiteboard v0.3

2. Wiimote Smoothboard 0.4.6 Beta Boon Jin Goh,

。Wiimote Smoothboard 0.4.6 Beta

Smoothboard 1.6

3. WKE wkeIWB

WKE 饋009

4. WiimoteConnet 0.6 Thex 饋009 Microsoft

wiimote

wiimote 饋010

5.WiimoteAutoConnect 饋009 WiimoteAutoConnect

(32)

Wiimote wiimote

( ) wiimote

wiimote 1 2

( ) wiimote wiimote wiimote

wiimote wiimote 2.5 3 wiimote wiimote 0 10 30 wiimote wiimote 2-13 2-13 wiimote Wiimote Wiimote 10 30 2.5 3

(33)

LED wiimote LED

wiimote wiimote

Wiimote Smoothboard LED

wiimote 290cm Tracking utilization 37% 2-14 2-14 Wiimote Smoothboard wiimote wiimote wiimote wiimote 1~3 LED 290cm 37% wiimote wiimote 2-15 2-16

(34)
(35)

1. 饋.

3.wiimote 4.

5.

Microsoft NET Framework 3.5 Wiimote Smoothboard wiimote 1 饋 wiimote Wiimote Smoothboard wiimote wiimote wiimote wiimote wiimote wiimote wiimote 2-16. wiimote wiimote

LED wiimote wiimote

(36)

wiimote wiimote

(37)

e e wiimote 饋003 BECTA(饋004) 1. 饋. 3. 4. 5.

(38)

饋-17

2-17 Relationships between Confidence barrier and other barriers.( BECTA 2004)

(Ertmer 1999a)

Albaugh 1997

(Margaret Cox, Christina Preston & Kate Cox 1999)

LACK OF TEACHER CONFIDENCE Technical Problems Lack of personal access Lack of teacher competence Lack of Access at school Lack of Access at home Lack of skills Training Lack of ’Self Training Lack of Pedagogical Training Lack of tech support Fear of things going wrong

(39)

Zhao Cziko 2001 perception control theory

Demetriadis, Barbas, Molohides,

Palaigeorgiou, Psillos, Vlahavas, Tsoukalas & Pombortsis 2003

(Mooij & Smeets 2001)

Vannatta & Fordham 2004

饋-5

饋007

(40)

饋-5 饋008 饋005 饋004 饋000 饋000 40.5 饋5.3 13.1 9.5 饋000

(41)

Ertmer(1999b) external

internal

Ertmer(1999b)

Zhao & Cziko 饋001

饋003 Ertmer(1999b) Zhao Cziko 饋001

Ertmer

(42)

2-18 饋003 饋003 饋-6 Ertmer 1999) Becta(2004) Albaugh 1997 Margaret Cox, Christina Preston & Kate

(43)

饋-6

Zhao & Cziko 2001 Demetriadis et al. 2003 Mooij & Smeets 2001) Vannatta & Fordham 2004 饋008 饋007 饋005 饋004 饋003 饋000 饋000

(44)

饋003

( 饋009b)

(45)

TRA (Fishbein & Ajzen 1975; Ajzen

& Fishbein 1980), TPB (Ajzen 1991) (TAM) (Davis

1986)

(Davis, 1986)

(TAM) Davis 1986

(Fishbein & Azjen,1975)。 TRA

(Davis 1986)

2-19

(46)

(Davis 1989)

(Algahtani & King 1999)

(Davis, Bagozzi & Warshaw 1989)

Davis

(perceived ease of use)

(Davis, Bagozzi & Warshaw 1989) Riillips

(Phillips, Calantone & Lee 1994)

(perceived ease of use)

(Davis et al. 1989) Phillips

(Phillips et al. 1994)

(Davis 1989)

(external variables)

(47)

attitude toward using

Davis 1989

(behavioral intention to use)

Davis 1989

Davis

1 饋

3 (Davis et al.,1989)

Szajna 1996 Davis et al. (1989

Pre-implement version Post-implement version

(48)

饋 饋-饋0

subjective norm voluntariness

image

2-20 饋 Venkatesh & Davis 2000

30

communication systems

general-purpose systems office systems specialized

business systems (Lee, Kozar & Larsen

2003)

(49)

饋-7 (饋010) 1. 2. 3. (饋010) 1. 2. 3. (饋010) 1. 饋. 饋009 1. 2.

(50)

饋-7 饋009 1. 2. 3. (饋008) M00dle 1. 2. 饋007 1. 2. 3. 饋007 1. 2. 3.

(51)

饋-7 饋004 1. 2. 饋00饋 1. 2. ( ) TAM 饋-7 wiimote

(52)

wiimote

(53)

Davis 饋010 饋009 饋00饋 饋010 饋009 饋010 饋004 wiimote wiimote wiimote (Questionnaire Survey) H4a H3 H1a H2a H1b H2b H1c H2c H4b 3-2

(54)

Davis et al. (1989) H1a wiimote H1b wiimote H1c wiimote H2a wiimote H2b wiimote H2c wiimote H3 wiimote H4a wiimote H4b wiimote

(55)

3-1 Demetriadis et al. 饋003 饋005 饋005 饋007

Compeau & Higgins (1995)

Ertmer 1999) 饋008

wiimote Davis et al.(1989);

(饋00饋)

wiimote Davis et al.(1989)

Venkatesh & Davis (饋000

wiimote Davis et al.(1989)

Venkatesh & Davis (饋000

Davis wiimote wiimote 饋010

(56)

3-饋 ( ) Wiimote Wiimote 90% 90% 90% 17% 3-3 3-3 wiimote 1 0.83 0.17 饋 1.00 3 0.5 0.33 0.17 4 0.67 0.33

(57)

3-3 wiimote 1 0.5 0.5 饋 1.0 3 1.0 1 0.67 0.33 饋 0.67 0.33 3 1.0 4 0.16 0.67 0.17 1 1.0 饋 0.83 0.17 3 1.0 4 0.83 0.17 1 0.67 0.33 饋 0.83 0.17 3 0.83 0.17 4 0.33 0.5 0.17 5 0.83 0.17 1 0.83 0.17 饋 1.0 3 1.0 4 0.33 0.5 0.17 5 0.83 0.17 17%

(58)

3-4 1 饋 3 4 1

:Word Power Point

饋 : DV 3 wiimote 1 饋

(59)

3-4 3 4 : 1 wiimote 饋 wiimote 3 wiimote 4 wiimote 1 wiimote wiimote 饋 wiimote 3 wiimote 4 wiimote wiimote 5 wiimote wiimote

(60)

3-4 1 wiimote wiimote 饋 wiimote 3 wiimote 4 wiimote 5 wiimote wiimote wiimote 1~7

(61)

3-5 A1 A饋 A. A3 饋009 1~7 3-6 B1

:Word Power Point

B饋 : DV B. B3 wiimote Becta(饋004) 饋009 1~7

(62)

3-7 C1 C饋 C. C3 饋009 wiimote 1~7 wiimote 3-8 PU1 wiimote PU饋 wiimote PU3 wiimote PU. PU4 wiimote Davis et al. (1989) 饋010 wiimote 1~7 wiimote

(63)

3-9 PEU1 wiimote PEU饋 wiimote PEU3 wiimote PEU. PEU4 wiimote Davis et al. (1989) 2010 饋010 wiimote 1~7 3-10 BI1 wiimote BI饋 wiimote BI3 wiimote BI. BI4 wiimote Davis et al. (1989) 饋010

(64)

wiimote wiimote wiimote wiimote wiimote wiimote google 99 9 14 10 饋0 饋53 饋饋5 88.9% 14 饋11 93.8% 3-11 6 6 1 1 12 4 15 13 10 9 12 6 6 6 1 1 10 9 10 10 10 9 10 10

(65)

3-11 5 5 16 16 12 12 6 5 6 4 34 34 1 1 6 5 1 1 10 10 12 11 10 9 2 2 10 8 1 1 12 11 6 6 饋53 饋饋5 SPSS17.0 Amos16.0

(66)

Cronbach’s α Cronbach’s α 饋009 α .65 .70 α .70 .80 α .80 .90 α 0.35 t t Scheffe (SEM) ( )

(67)

SEM ( 饋009) AMOS (饋009) SEM 3-1饋 3-12 SEM χ2/ d.f. 1. (χ2) 2. (χ2) 1 1~3 5 1<(χ2)/d.f. 3 (root mean square error of approximation, RMSEA) 1. 2. 0.05~0.08 RMSEA 0.08 (goodness of fit index, GFI) 1. 2. 0~1 1 0.9 GFI 0.9 (adjusted goodness of fit index, AGFI)

1. GFI 0~1

0.9

2.

(68)

3-12 SEM ( )

(normal fit index, NFI) 1. 2. NFI>0.9 (comparative fit index, CFI) 1. NFI 2. CFI CFI>0.9

(69)

wiimote 饋53 饋饋5 88.9% 14 饋11 93.8% 4-1 68 3饋.饋% 32 15.饋% 饋3 10.9% 109 51.7% 10饋 48.3% 31~40 49.3% 41~50 37.0% 86.3% 11~15 饋7.0% 6~10 饋6.5% 16~饋0 19.4% 饋5 ( ) 6饋.1% 6 ( ) 17.1% 1饋1 57.3% 47 饋饋.3% wiimote 135 64.0%

(70)

4-1 68 3饋.饋 3饋.饋 19 9.0 41.饋 饋3 10.9 5饋.1 3饋 15.饋 67.3 1饋 5.7 73.0 17 8.1 81.0 9 4.3 85.3 11 5.饋 90.5 7 3.3 93.8 5 饋.4 96.饋 6 饋.8 99.1 1 0.5 99.5 1 0.5 100.0 109 51.7 51.7 10饋 48.3 100.0 30 饋4 11.4 11.4 31~40 104 49.3 60.7 41~50 78 37.0 97.6 51 5 饋.4 100.0 5 ( ) 18 8.5 8.5 6~10 56 饋6.5 35.1 11~15 57 饋7.0 6饋.1 16~饋0 41 19.4 81.5 饋1 ( ) 39 18.5 100.0 6 ( ) 36 17.1 17.1 7~1饋 饋1 10.0 饋7.0 13~饋4 饋3 10.9 37.9 饋5 ( ) 131 6饋.1 100.0

(71)

4-1 14 6.6 6.6 47 饋饋.3 饋8.9 1饋1 57.3 86.3 饋9 13.7 100.0 76 36.0 36.0 135 64.0 100.0 4-2 189 89.6% 105 49.8% 130 61.6% 4-2 4 1.9 1.9 (PPT WORD) 9 4.3 6.饋 6 饋.8 9.0 3 1.4 10.4 ( ) 189 89.6 100.0 19 9.0 9.饋 (PPT WORD) 6饋 饋9.4 39.3 105 49.8 90.3 1饋 5.7 96.1 ( 8 3.8 100.0

(72)

4-2 55 饋6.1 饋7.9 (PPT、WORD) 56 饋6.5 56.3 56 饋6.5 84.8 饋4 11.4 97.0 ( ) 6 饋.8 100.0 79 37.4 41.4 (PPT、WORD) 59 饋8.0 7饋.3 饋6 1饋.3 85.9 饋4 11.4 98.4 ( ) 3 1.4 100.0 39 18.5 饋0.5 (PPT、WORD) 13 6.饋 饋7.4 4 1.9 饋9.5 130 61.6 97.9 ( ) 4 1.9 100.0

t Independent Sample t - test

One-way ANOVA

(73)

t 4-3 t p 0.05 wiimote 4-3 t t 109 6.3饋11 10饋 6.1569 饋.饋饋7 * 0.0饋7 109 6.3058 10饋 5.7饋饋饋 6.饋56 *** 0.000 109 5.9848 10饋 6.0719 -0.835 0.404 --- 109 6.1055 10饋 6.0098 1.050 0.饋95 --- 109 6.0734 10饋 5.6618 4.107 *** 0.000 109 6.饋867 10饋 6.饋13饋 0.891 0.374 --- ***p<0.001 *p<.05 4-4 wiimote wiimote

(74)

4-4 F Scheffe 0.650 3 0.饋17 0.739 0.530 --- 1.405 3 0.468 0.863 0.461 --- 1.617 3 0.539 0.941 0.4饋饋 --- 1.6饋6 3 0.54饋 1.饋41 0.饋96 --- 0.386 3 0.1饋9 0.饋饋3 0.880 --- 1.007 3 0.336 0.938 0.4饋3 --- 4-5 wiimote wiimote 4-5 F Scheffe 0.539 4 0.135 0.456 0.768 --- 饋.548 4 0.637 1.180 0.3饋1 --- 3.957 4 0.989 1.754 0.140 --- 0.9饋饋 4 0.饋30 0.5饋1 0.7饋0 --- 4.936 4 1.饋34 饋.饋18 0.068 --- 1.60饋 4 0.401 1.1饋3 0.346 --- 4-6 wiimote

(75)

wiimote 4-6 F Scheffe 0.698 3 0.饋33 0.794 0.499 --- 1.684 3 0.561 1.037 0.377 --- 0.67饋 3 0.饋饋4 0.388 0.76饋 --- 1.饋38 3 0.413 0.941 0.4饋饋 --- 4.151 3 1.384 饋.48饋 0.06饋 --- 1.356 3 0.45饋 1.饋69 0.饋86 --- 4-7 wiimote ( ) wiimote 4-7 F Scheffe 0.饋饋8 3 0.076 0.饋57 0.856 --- 3.967 3 1.3饋饋 饋.493 0.061 --- 0.饋56 3 0.085 0.147 0.931 --- 1.61饋 3 0.537 1.饋31 0.300 --- 饋.饋99 3 0.766 1.353 0.饋58 --- 0.198 3 0.066 0.183 0.908 ---

(76)

t 4-8 t p=0.524 0.05 wiimote wiimote 4-8 t t A 76 6.4430 B 135 6.1饋84 4.饋18 *** 0.000 A B A 76 6.4饋11 B 135 5.8000 6.4饋3 *** 0.000 A B A 76 5.98饋5 B 135 6.0519 -0.639 0.5饋4 --- A 76 6.饋171 B 135 5.9704 饋.636 ** 0.009 A B A 76 6.1579 B 135 5.7148 4.饋59 *** 0.000 A B A 76 6.4178 B 135 6.1574 3.098 ** 0.00饋 A B ***p<0.001 **p<0.01 t A B Cronbach’s α Pearson

(77)

Cronbach’s α 0.727 0.731 0.801 0.909 0.923 0.916 α 0.7 4-9 Cronbach’s α α 0.7饋7 A1 0.604 0.581 A2 0.566 0.6饋0 A3 0.487 0.7饋1 0.731 B1 0.514 0.735 B2 0.673 0.491 B3 0.550 0.690 0.801 C1 0.643 0.740 C2 0.680 0.705 C3 0.63饋 0.74饋 0.909 PU1 0.8饋9 0.869 PU2 0.777 0.887 PU3 0.76饋 0.894 PU4 0.809 0.877 0.9饋3 PEU1 0.8饋8 0.898 PEU2 0.84饋 0.89饋 PEU3 0.8饋5 0.898 PEU4 0.794 0.909 0.916 BI1 0.838 0.88饋 BI2 0.808 0.890 BI3 0.845 0.877 BI4 0.749 0.914 Pearson Pearson 1 1 1 1 0 .7 0 .99 0 .4 0 .69 4-10

(78)

4-10 Pearson A1 A2 A3 B1 B2 B3 C1 C2 C3 A1 1 A2 .565** 1 A3 .453** .410** 1 B1 .380** .301** .339** 1 B2 .458** .349** .359** .532** 1 B3 .546** .402** .516** .401** .617** 1 C1 .231** .167** .295** .051 .252** .188** 1 C2 .234** .258** .273** .115 .149* .211** .604** 1 C3 .137* .206** .209** .017 .132 .130 .547** .592** 1 **p<0.01

PU1 PU2 PU3 PU4 PEU1 PEU2 PEU3 PEU4 BI1 BI2 BI3 BI4 PU1 1 PU2 .734** 1 PU3 .738** .641** 1 PU4 .743** .735** .696** 1 PEU1 .530** .519** .484** .537** 1 PEU2 .536** .453** .470** .489** .790** 1 PEU3 .604** .514** .550** .556** .742** .777** 1 PEU4 .543** .524** .543** .562** .730** .724** .738** 1 BI1 .658** .600** .617** .651** .574** .547** .606** .646** 1 BI2 .640** .596** .654** .624** .517** .465** .557** .549** .754** 1 BI3 .623** .572** .606** .646** .534** .500** .539** .594** .810** .779** 1 BI4 .669** .636** .640** .674** .578** .493** .558** .618** .705** .675** .697** 1 **p<0.01 (SEM) SEM

(79)

(SEM) R饋 ( 饋009) Bagozzi & Yi 1988 0.5 A2 0.496 A3 0.388 B1 0.3饋3 0.5 4-5 A2 A3 B1 0.5 Bollen 1989 C.R. p<0.05 0.90 0.80 0.90 0.70 0.80 0.50 0.70 4-5

(80)

4-11

0.5 0.5

Fornell & Larcker (1981 50

0.6 4-11 R饋 A1 0.759 0.576 0.4饋4 A2 0.704 0.496 0.504 A3 0.6饋3 0.388 0.61饋 0.739 0.487 B1 0.568 0.3饋3 0.677 B2 0.849 0.7饋1 0.饋79 B3 0.740 0.548 0.45饋 0.768 0.530 C1 0.74饋 0.551 0.449 C2 0.816 0.666 0.334 C3 0.730 0.533 0.467 0.807 0.583 PU1 0.867 0.75饋 0.饋48 PU2 0.798 0.637 0.363 PU3 0.796 0.634 0.366 PU4 0.840 0.706 0.饋94 0.895 0.681 PEU4 0.8饋0 0.67饋 0.3饋8 PEU3 0.841 0.707 0.饋93 PEU2 0.860 0.740 0.饋60 PEU1 0.841 0.707 0.饋93 0.906 0.707 BI1 0.876 0.767 0.饋33 BI2 0.834 0.696 0.304 BI3 0.870 0.757 0.饋43 BI4 0.785 0.616 0.384 0.907 0.709

(81)

Fornell & Larcker 1981 4-12 4-1饋 0.487 1 0.530 0.350 1 0.583 0.131 0.034 1 0.681 0.饋95 0.173 0.099 1 0.707 0.339 0.449 0.081 0.43饋 1 0.709 0.饋86 0.饋10 0.106 0.635 0.469 1 0.568 0.876 (P<0.5 t 1.96)

(82)

( C.R.) t t 1.96 (P<0.5) 4-14 0.05 0.012 0.097 4-13 C.R. P <--- 0.37饋 0.114 3.饋71 .001 <--- 0.687 0.118 5.816 *** <--- 0.104 0.051 饋.0饋饋 .043 <--- 0.3饋5 0.133 饋.453 .014 <--- -0.饋73 0.13饋 -饋.060 .039 <--- 0.116 0.058 1.983 .047 <--- 0.751 0.135 5.57饋 *** <--- 0.553 0.061 9.013 *** <--- 0.饋17 0.057 3.771 *** A1 <--- 1.000 A饋 <--- 0.999 0.1饋3 8.131 *** A3 <--- 0.94饋 0.140 6.741 *** B1 <--- 1.000 B饋 <--- 1.饋86 0.157 8.178 *** B3 <--- 0.79饋 0.113 7.001 *** C1 <--- 1.000 C饋 <--- 0.881 0.095 9.饋67 *** C3 <--- 0.898 0.098 9.176 *** PU1 <--- 1.000 PU饋 <--- 0.899 0.058 15.584 *** PU3 <--- 0.943 0.061 15.573 *** PU4 <--- 0.911 0.054 16.774 *** ***p<0.001 **p<0.01 *p<0.05

(83)

4-13 ( ) C.R. P PEU4 <--- 1.000 PEU3 <--- 1.086 0.067 16.饋饋9 *** PEU饋 <--- 1.157 0.070 16.553 *** PEU1 <--- 1.147 0.071 16.159 *** BI1 <--- 1.000 BI饋 <--- 1.03饋 0.060 17.饋16 *** BI3 <--- 1.05饋 0.056 18.876 *** BI4 <--- 1.059 0.069 15.413 *** ***p<0.001 **p<0.01 *p<0.05 4-14 C.R. P 0.饋饋3 0.04饋 5.305 *** 0.380 0.093 4.097 *** 0.541 0.097 5.56饋 *** e饋3 0.131 0.0饋6 5.071 *** e饋4 0.184 0.0饋9 6.3饋6 *** e饋饋 0.07饋 0.01饋 5.899 *** e1 0.164 0.0饋9 5.604 *** e饋 0.饋饋7 0.033 6.9饋5 *** e3 0.313 0.041 7.705 *** e4 0.799 0.087 9.饋10 *** e5 0.饋43 0.059 4.130 *** e6 0.198 0.0饋9 6.751 *** e7 0.443 0.063 7.009 *** e8 0.饋1饋 0.041 5.1饋1 *** e9 0.383 0.053 7.饋49 *** e10 0.1饋7 0.017 7.301 *** e11 0.177 0.0饋1 8.564 ***

(84)

4-14 C.R. P e1饋 0.197 0.0饋3 8.598 *** e13 0.133 0.017 7.901 *** e14 0.169 0.0饋0 8.350 *** e15 0.169 0.0饋1 8.070 *** e16 0.164 0.0饋饋 7.630 *** e17 0.189 0.0饋3 8.070 *** e18 0.078 0.011 7.419 *** e19 0.1饋1 0.015 8.饋97 *** e饋0 0.09饋 0.01饋 7.5饋8 *** e饋1 0.181 0.0饋1 8.798 *** ***p<0.001 4-15 0.5 0.95 0.568 0.876 0.01饋 0.097 P<0.5 t 1.96 0.5 A饋 A3 B1 0.5 0.5 0.5 A 0.5 0.5 0.6 0.739 0.907

(85)

χ2/

d.f. RMSEA GFI

AGFI NFI CFI

χ2/ d.f. 饋 饋 1 1~3 5 4-10 (417.755) (180) 2.321 (RMSEA) RMSEA 0.08~0.10 0.05~0.08 0.05 4-10 RMSEA 0.079 GFI AGFI GFI 0 1 1 GFI 0.90 0.80 0.90

(86)

0.9 4-10 GFI AGFI

0.852 0.810

NFI CFI)

NFI

CFI NFI

CFI NFI CFI 0.9

0.8 0.9 4-16 NFI CFI 0.872 0.922 4-16 3 2.321 RMSEA 0.08 0.05 0.08 0.079 GFI 0.9( 0.8~0.9 ) 0.852 AGFI 0.9( 0.8~0.9 ) 0.810 NFI 0.9( 0.8~0.9 ) 0.872 CFI 0.9 0.922

SEM

(87)

wiimote 4-1 4-1 211 4-17 p<0.01 p<0.001 p<0.05 p<0.05 p<0.05 p<0.001 p<0.05 p<0.001 p<0.001

(88)

4-17 C.R. P <--- 0.372 0.114 3.271 0.001 0.298** <--- 0.687 0.118 5.816 *** 0.719*** <--- 0.104 0.051 2.022 0.043 0.130* <--- 0.325 0.133 2.453 0.014 0.249* <--- -0.273 0.132 -2.060 0.039 -0.272* <--- 0.116 0.058 1.983 0.047 0.138* <--- 0.751 0.135 5.572 *** 0.716*** <--- 0.553 0.061 9.013 *** 0.673*** <--- 0.217 0.057 3.771 *** 0.251*** ***p<0.001 **p<0.01 *p<0.05 4-饋 4-17 0.251*** 0.719*** -0.272* 0.249* 0.298** 0.138* 0.130* 0.716*** 0.673*** 4-2

(89)

0.298 0.719 0.130 0.249 -0.272 0.138 0.716 0.673 0.251 4-18 0.298 0.298 0.719 0.719 0.130 0.130 4-19 0.249 0.213 0.462 -0.272 0.514 0.242 0.130 0.093 0.223 4-20 0.387 0.387 0.343 0.343 0.189 0.189 0.673 0.673 0.251 0.482 0.733 4-20

(90)

4-17 4-2 H1a wiimote 4-2 0.249 p<0.05 wiimote H1a H1b wiimote 4-2 -0.272 p<0.05 wiimote wiimote H1b H1c wiimote 4-2 0.138 p<0.05 wiimote H1c H2a wiimote 4-2 0.298 p<0.01 wiimote H2a H2b wiimote 4-2 0.719 p<0.001 wiimote H2b H2c wiimote

(91)

4-2 0.130 p<0.05 wiimote H2c H3 wiimote 4-2 (0.716) p<0.001 wiimote H3 H4a wiimote 4-2 (0.673) p<0.001 wiimote H4a H4b wiimote 4-2 (0.251) p<0.001 wiimote H4b

(92)

wiimote wiimote wiimote

wiimote 5-1 wiimote 2006 2008 wiimote wiimote

(93)

饋007 wiimote wiimote wiimote Rogers 1995 wiimote 饋007 wiimote 5-1          wiimote 5-2 ( ) wiimote

(94)

( ) wiimote ( ) wiimote ( ) wiimote 5-2 H1a wiimote H1b wiimote H1c wiimote H2a wiimote H2b wiimote H2c wiimote H3 wiimote H4a wiimote H4b wiimote wiimote wiimote (2010)

(95)

wiimote 76 wiimote 135 wiimote wiimote wiimote 4-18 0.719 4-19 0.462 4-饋0 ( 0. 387 0.343 0.189 wiimote wiimote 0.733 ) 0.673 ( 0. 387 0.343

(96)

wiimote wiimote wiimote wiimote wiimote wiimote wiimote wiimote wiimote wiimote wiimote

(97)

wiimote wiimote

wiimote

wiimote

(98)

wiimote wiimote wiimote

(99)

饋00饋 .NET

53

饋010 71 e 饋010 3 1 http://www.ithome.com.tw/itadm/article.php?c=58906&s=8 饋010 wiimote 饋010 3 10 http://iwb.tskes.tpc.edu.tw/wiimote/wiimote.htm 饋007 饋010 饋010 4 11 http://limei197饋4饋8.blog.163.com/blog/static/60988693饋0100饋饋0饋饋5578/ 饋000

饋000

94-10饋 (饋010) (饋009)

AMOS

饋009

4饋

6 饋009

Vosa

饋010 3 饋4 http://blog.xuite.net/angwu/blog/饋83饋1388 饋007

15

(5) 543-563

(100)

饋009

40

3 385 418 饋008 (饋008)

Moodle

--2007 饋005

饋4

107 146 饋000

7

饋7-44 饋008 (饋009a) 饋010 饋 13 http://163.饋饋.69.140/moodle/course/view.php?id=80 (饋009b wiimote whiteboard 饋010 3 13 http://media.ttes.ntct.edu.tw/blog/?p=947 (饋009 Wiimote 饋009 (饋008)

(101)

-饋004 NSC9饋-饋511-S-00饋-016 饋009 饋004

ELTA 饋004

饋008 25(3) 411-430 饋010 饋010 10 13 http://www.mdnkids.com/info/news/content.asp?Serial_NO=69饋饋1 饋007 TANET 2007 饋006

e

饋009 10 11 www.edu.tw/files/site_content/b0089/e-environment.pdf 饋007 饋009 10 11 http://www.edu.tw/moecc/content.aspx?site_content_sn=1577 饋008 饋009 10 11 http://www.edu.tw/files/site_content/B0011/ (97) .pdf 饋009

98

e

e

饋009 10 13

(102)

饋009

饋8

饋17-饋36 饋006 饋007

Interactive Classroom

(饋009a)

Wiimote

饋009 11 30 http://blog.xuite.net/pearlmin/moon/饋106176饋 (饋009b)

Wiimote

饋009 饋010

Wii Remote

饋006) 饋009 饋007 2010 3 24 http://www.slps.tn.edu.tw/tn1119/blog/article.asp?id=11 饋009 26(2) 127-163 (饋009)

(103)

饋00饋 饋010 Wiimote 饋010 3 1 http://kentxchang.blogspot.com/饋010/01/wiimote.html 饋003

116

41-49 饋009

Wii Remote

饋009 10 13 http://zh.wikipedia.org/wiki/Wii_Remote 饋005

-饋008 (2010) 饋007 (饋010) 饋007 饋000

(104)

饋009

Wii

饋010 3 1 http://blog.xuite.net/cj0901饋饋/education/308897饋7 饋007 2010 3 20 http://www.habook.com.tw/habook_epaper/2007/960830_digitimes/960830.htm 饋007 2010 3 23 http://www.habook.com.tw/habook_epaper/2007/961227_IWB_Research/20071227_IW B_Research.htm 饋008 饋010 8 1 2010 2010 (饋010) 饋009

Wiimote

2010 4 20 :http://mail.lsps.tp.edu.tw/~gsyan/wiimote-whiteboard/wiimote-connect.html 饋007

WKE 饋009

wkeIWB Beta0.6

2010 4 24

(105)

Algahtani, Said S., King, Malcolm. (1999). Attitudes, satisfaction and usage:factors contributing to each in the acceptance of information technology. Behaviour &

Information Technology. 18(4), 277-297.

Albaugh, P. (1997). The role of skepticism in preparing teachers for the use of technology. ‘Education for community’: a town and gown discussion panel, Westerville, Ohio, January 26, 1997.

Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Academic of Marketing Science, 16, 76-94.

BECTA (2004). A review of the research literature on barriers to the uptake of ICT by

teachers. 2010/4/6. Available at:

http://http://research.becta.org.uk/index.php?section=rh&rid=13642

BECTA (2007). Evaluation of the Primary Schools Whiteboard Expansion Project. 2010/3/10. Available at:

http://research.becta.org.uk/index.php?section=rh&catcode=_re_rp_02&rid=14422

Bell, M.A. (2002). Why use an interactive whiteboard? A baker’s dozen reasons! Teachers.Net Gazette, 3 (1), January. 2002. 2010/3/10. Available at:

http://teachers.net/gazette/JAN02/mabell.html

Ben Jones (2008). Electronics 101 - Basics for those who want to make their own IR-Pen. 2010/3/13 Available

at:http://www.wiimoteproject.com/ir-pens/electronics-101-sharing-my-mistakes!-***-upd ated-***/msg3324/#msg3324

Bollen, K. A. (1989). Structural equation with latent variables. New York John Wiley &

(106)

Compeau, D. R. & Higgins, C. A. (1995). Computerself-efficacy: Development of a measure and initialtest. MIS Quarterly, 19, 189-211.

Davis, F.D. (1986). Technology Acceptance Model for Empirically Testing New End-user

Information Systems Theory and Results. Unpublished Doctoral Dissertation, MIT.

Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319-340.

Davis, F. D., Bagozzi, R., & Warshaw, P. R. (1989). User acceptance of computer technology: A Comparison of two theoretical models. Management Science, 35(8), 982-1003.

Demetriadis, S., Barbas, A., Molohides, A., Palaigeorgiou, G., Psillos, D., Vlahavas, I., Tsoukalas, I., Pombortsis, A. (2003). Cultures in Negotiation: Teachers'

Acceptance/Resistance Attitudes Considering the Infusion of Technology into Schools,

Computers & Education, 41, 19-37.

Ertmer, P.A. (1999a). Examining teachers’ beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1), pp.54-72.

Ertmer, P.A. (1999b). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.

Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 48, 39-50.

Heather J. Smith, Steve Higgins, Kate Wall & Jen Miller (2005). Blackwell Publishing Ltd 2005 Journal of Computer Assisted Learning 21, 91–101.

Lee, J. C. (2007). Low-Cost Multi-point Interactive Whiteboards Using the Wiimote, 2009/11/27 Available at: http://www.cs.cmu.edu/~johnny/projects/wii

(107)

Lee, Y., Kozar, K.A. & Larsen, K.R.T. (2003). The Technology Acceptance Model: Past, Present, and Future. Communications of the Association for Information Systems.

12(50), 752-780.

Levy, P. (2002). Interactive Whiteboards in learning and teaching in two Sheffield schools: a

developmental study. Unpublished Master dissertation at DIS of University of Sheffield,

2000-2001.

Mooij, T., & Smeets, E. (2001). Modelling and supporting ICT implementation in secondary schools. Computers & Education, 36 (2001), 265-281.

Margaret Cox, Christina Preston & Kate Cox (1999). What factors support or prevent

teachers from using ICT in their classrooms. Paper presented at the British Educational

Research Association Annual Conference University of Sussex at Brighton, September 2-5.

Philips, Lisa A., Calantone, Roger. , and Lee, Ming-Tung. (1994). International Technology Adoption: Behavior Structure, Demand Certainty and Culture. Journal of Business &

Industrial Marketing. 9(2).

Rogers, E. M. (1995). Diffusion of innovations(4th ed.). New York : The Free Press. Smith, A. (1999). Interactive whiteboard evaluation. Miranda Net. 2009/2/16 Available at:

http://www.mirandanet.ac.uk/pubs/smartboards.htm

Szajna, B. (1996). Empirical evaluation of the revised technology acceptance model,

Management Science, 42(1), 85-92.

Thex (2009). WiimoteConnect 0.6 (support for autoconnect), 2010/2/16 , Available at:

http://www.wiimoteproject.com/bluetooth-and-connectivity-knowledge-center/wiimotec onnect-0-6-%28support-for-autoconnect%29/

(108)

Vannatta, R. A., & Fordham, N. (2004).Teacher dispositions as predictors of classroom technology use. Journal of Research on Technology in Education. 36(3), 253-271. Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance

model: Four longitudinal field studies. Management Science, 46(2), 186-204. WALKER, D. (2002).White enlightening. Times Educational Supplement, 13 September

2002. p.19.

Zhao, Y. & Cziko, G. A. (2001).Teacher adoption of technology: A perceptual control theory perspective. Journal of Technology and Teacher Education, 9(1), 5-30.

(109)

1.

wiimote

wiimote

wiimote

wiimote

1. ____________ ____________ 饋. 3. 30 31~40 41~50 51 4. 5 ( ) 6~10 11~15 16~饋0 饋1 ( ) 5. 6 ( ) 7~1饋 13~饋4 饋5 ( ) 6. 7. wiimote : 8. wiimote ( 1~51~51~51~5) (PPT WORD) ( )

(110)

A. wiimote 1. __________________________________________________________ 饋. __________________________________________________________ 3. __________________________________________________________ 4. ___________________________________________________________ B. wiimote 1. wiimote wiimote

(111)

_________________________________________________________

饋. :Word Power Point

_________________________________________________________ 3. : DV ________________________________________________________ 4. wiimote ________________________________________________________ C. wiimote 1. _________________________________________________________ 饋. wiimote

(112)

_________________________________________________________ 3. _________________________________________________________ 4. : _________________________________________________________ D. wiimote 1. wiimote _________________________________________________________ 饋. wiimote ________________________________________________________ 3. wiimote ________________________________________________________ 4. wiimote wiimote wiimote

(113)

_________________________________________________________ 5. wiimote ________________________________________________________ E. wiimote 1. wiimote __________________________________________________________ 饋. wiimote __________________________________________________________ 3. wiimote _________________________________________________________ 4. wiimote _________________________________________________________ wiimote wiimote

(114)

_________________________________________________________ F. wiimote 1. wiimote _____________________________________________________________ 饋. wiimote _____________________________________________________________ 3. wiimote _____________________________________________________________ 4. wiimote _____________________________________________________________ 5. wiimote wiimote wiimote

(115)

_____________________________________________________________ 6. wiimote _____________________________________________________________

(116)

2.

wiimote

wiimote

wiimote

wiimote

1. ____________ ____________ 饋. 3. 30 31~40 41~50 51 4. 5 ( ) 6~10 11~15 16~饋0 饋1 ( ) 5. 6 ( ) 7~1饋 13~饋4 饋5 ( ) 6. 7. wiimote : 8. wiimote ( 1~51~51~51~5) (PPT WORD) ( ) wiimote wiimote wiimote

(117)

A. wiimote 1. 1 饋 3 4 5 6 7 饋. 1 饋 3 4 5 6 7 3. 1 饋 3 4 5 6 7 B. wiimote 1.

:Word Power Point 1 饋 3 4 5 6 7

饋. : DV 1 饋 3 4 5 6 7 3. wiimote 1 饋 3 4 5 6 7 wiimote 1 7 非 常 同 意 很 同 意 稍 微 同 意 無 意 見 不 同 意 很 不 同 意 非 常 不 同 意 wiimote 1 7 非 常 同 意 很 同 意 稍 微 同 意 無 意 見 不 同 意 很 不 同 意 非 常 不 同 意

(118)

C. wiimote 1. 1 饋 3 4 5 6 7 饋. 1 饋 3 4 5 6 7 3. 1 饋 3 4 5 6 7 D. wiimote 1. wiimote 1 饋 3 4 5 6 7 饋. wiimote 1 饋 3 4 5 6 7 3. wiimote 1 饋 3 4 5 6 7 4. wiimote 1 饋 3 4 5 6 7 wiimote 1 7 非 常 同 意 很 同 意 稍 微 同 意 無 意 見 不 同 意 很 不 同 意 非 常 不 同 意 wiimote 1 7 非 常 同 意 很 同 意 稍 微 同 意 無 意 見 不 同 意 很 不 同 意 非 常 不 同 意

(119)

E. wiimote 1. wiimote 1 饋 3 4 5 6 7 饋. wiimote 1 饋 3 4 5 6 7 3. wiimote 1 饋 3 4 5 6 7 4. wiimote 1 饋 3 4 5 6 7 F. wiimote 1. wiimote 1 饋 3 4 5 6 7 饋. wiimote 1 饋 3 4 5 6 7 3. wiimote 1 饋 3 4 5 6 7 4. wiimote 1 饋 3 4 5 6 7 wiimote 1 7 非 常 同 意 很 同 意 稍 微 同 意 無 意 見 不 同 意 很 不 同 意 非 常 不 同 意 wiimote 1 7 非 常 同 意 很 同 意 稍 微 同 意 無 意 見 不 同 意 很 不 同 意 非 常 不 同 意

參考文獻

相關文件

This purpose of study was to realize, as well as the factors of influence of information technology integrated in teaching by junior high school special education teachers in

Mathematical problem posing: A case of elementary school teachers developing tasks and designing instructions in

In this study, Technology Acceptance Model (TAM 2) is employed to explore the relationships among the constructs of the model and website usage behaviors to investigate

School administrative support for the interactive whiteboard is significantly different between male and female teachers; some dimensions of school administrative support

The purpose of this study was to investigate the current situation of multicultural literacy and intercultural sensitivity of junior high school teachers in Taichung

This study was based on the decomposed theory of planned behavior (DTPB) , aimed at investigating whether the behavior will of junior high school teachers integrating

The main purpose of this study is to explore the work enthusiasm of the Primary School Teachers, the attitude of the enthusiasm and the effect of the enthusiasm.. In this

The purpose of this study was to explore the knowledge management status of elementary excellent teachers, strategy used and promoting factors.. A questionnaire