數位移民的適應指南：不同數位程度者的電子書學習歷程

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國立交通大學

應用藝術研究所

碩士論文

數位移民的適應指南：不同數位程度者的電子書學習歷程

The Adaptation Guideline for Digital Immigrants:

The E-Reader Learning Journey of Different Digital-skilled Users

研究生沈致軒

指導教授莊明振鄧怡莘教授

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摘要

隨著數位科技迅速的發展，數位移民和數位原生民之間的差距越加明顯。為了減少他們之間的數位落差，本研究以台灣的宗教型非營利組織中的數位移民為研究對象，因為他們在該類型的組織中佔超過半數，且正面臨組織電子化的過程。我們以慈濟組織所推行的靜思電子書做為研究案例，並透過脈絡調查法(contextual inquiry)以及 Dreyfus 的技能習得模型(Dreyfus model of skill acquisition)來檢視慈濟的數位移民學習靜思電子書的過程；此外，由於不同數位程度的數位移民學習數位工具的成效並不相同，我們依據靜思電子書使用者的電腦使用經驗將他們區分為三種數位程度，並比較他們學習靜思電子書的過程。最後本研究提出數位移民學習的五階段過程以及在每一階段學習上的建議。根據研究的結果與討論，以下是對於宗教型非營利組織推行電子化的建議： (1) 創造使用數位工具或服務的動機； (2) 開發數位平台供不同的數位工具使用； (3) 建立組織成員間的學習互助網絡。本研究結果期望能夠提供宗教型非營利組織在推行電子化的過程能夠有效地協助數位移民學習數位工具的方向。 關鍵字：數位移民、慈濟、電子書、技能習得模型

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Abstract

As digital technology develops at a significant rate, the divide between digital immigrants and digital natives is more obvious. In order to reduce the divide, we focused on the digital immigrants of the religious nonprofit organizations in Taiwan since they account for over half of the religious nonprofit organizations and they are encountering the digitalization of their organizations. Therefore, we took the Tzu Chi e-reader as the case study, and used contextual inquiry and the Dreyfus model of skill acquisition for viewing the digital immigrant’s process of learning how to use the Tzu Chi e-reader from a holistic perspective. In addition, the performance in learning a digital tool differs between the digital immigrants with different digital skills. We divided the Tzu Chi e-reader users into three levels of digital skills according to their computer-using experience, and compared their learning process of the Tzu Chi e-reader. Finally, we proposed the five stages of the digital immigrant’s learning process and the recommendations in each stage.

According to the results and the discussion, here is the implication of digitalization for the religious organizations: (1) Create the motive of using the digital tool or services; (2) Develop the digital platform for the different digital tools; (3) Build the assistant net. The results of the study are expected to give the religious nonprofit organizations a strategy for promoting the digitalization work as well as assisting the digital immigrants in learning the digital tool.

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誌謝

當初握著 IAA 的車票，原定兩年後到站的時刻表，在第二年之後一再地誤點，一度不小心繞到德國境內，最後終於在三年後的這天看見終點站的身影。這段期間，在 IAA 列車上遇見了各式各樣的乘客以及列車長。在鄧老列車長的車廂裡，學到了如何觀察使用者的行為，並且從使用者的角度思考事情，培養自己對於他人的同理心；因此走出鄧老列車長的車廂後，總是不自覺地留意其他乘客的舉動，注意周遭所處的環境。在陳老列車長的車廂裡，總是能夠感受到滿滿的愛與包容。在莊林兩老列車長的車廂裡，有幸親身蒞臨大砲與機關槍的震撼現場。而在走道上不時遇見有著夢幻森林氣息的賴老列車長以及充滿活力大地氣息的謝老列車長。車廂內來來去去的乘客，正是 IAA 列車最珍貴且無可取代的資產，我想足以列為世界文化遺跡之一吧。用一句話來總結這三年多隨著 IAA 列車遊歷的感想： IAA 列車讓我看見比學業書本上還要精采、豐富且更重要的風景。手上握著 CP 值超乎預期的 IAA 車票即將到期，我也該準備搭乘另一班列車。希望仍留在列車上的老乘客以及即將上車的新乘客，能夠好好的享受搭乘 IAA 列車的日子。

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Figures & Tables

Figure 1.1 The Tzu Chi e-reader ... 3

Figure 2.1 The publishing number of all media from 2003 to 2007 ... 9

Figure 2.2 Technology Acceptance Model (TAM) ... 14

Figure 3.1 The lecture on digital fundraising book in Hsinchu ... 19

Figure 3.2 The recording paper which were printed with the traditional fundraising book’s sheet (Right) and the digital fundraising book’s interfaces (Left) ... 22

Figure 3.3 Flow Model (Left) and Sequence Model (Right) ... 23

Figure 3.4 Artifact Model (Left) and Cultural Model (Right) ... 24

Figure 4.1 The Consolidated Flow Model ... 26

Figure 4.2 The rank of the Tzu Chi committee member in the period of paperwork ... 27

Figure 4.3 The Consolidated Flow Model in the period of paperwork ... 29

Figure 4.4 The rank of the Tzu Chi committee member in the period of digital work ... 30

Figure 4.5 The Consolidated Flow Model in the period of digital work ... 32

Figure 4.6 The working sequence in comparison with the paperwork and the digital work ... 34

Figure 4.7 The contrast of the fundraising tools between the paperwork and the digital work ... 36

Figure 4.8 The traditional fundraising book ... 37

Figure 4.9 The digital fundraising book ... 38

Figure 4.10 The operation note inside the Tzu Chi e-reader’s case ... 40

Figure 4.11 Excel sheet for fundraising checking ... 40

Figure 4.12 The sum of the fundraising page ... 41

Figure 4.13 Contact sheet of fundraising book ... 42

Figure 4.14 The download and upload page ... 43

Figure 4.15 Jing Si aphorism at the button of home page ... 44

Figure 4.16 Tzu Chi e-reader’s calendar (Left) and smartphone’s calendar (Right) ... 45

Figure 4.17 The digital documents of Tzu Chi ... 46

Figure 4.18 The Consolidated Cultural Model ... 47

Figure 5.1 The skill acquisition process of learning Tzu Chi e-reader ... 50

Figure 6.1 The motive in each learning stage ... 64

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Figure 6.3 The assistant net among the users and the developer ... 66

Table 2.1 The comparison between digital tools with touchscreen ... 13

Table 3.1 The research structure ... 18

Table 3.2 The qualification of the participants ... 20

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CH1 Introduction

1-1 The Background

The Conflicts between Generations in The Digital World

As the digital technology develops, the divide between generations is more obvious. Marc Prensky (2001) coined the terms “digital native” and “digital immigrant” as a metaphor to describe the phenomenon in education. According to Techopedia, the definition of “digital native” is an individual who was born after the widespread adoption of digital technology. They seem to learn a new technology quick since the early exposure to technology has fundamentally changed the way they learn. Oppositely, “digital immigrant” means a person who was born before the widespread adoption of digital technology and who was not exposed to it at an early age.

Due to the difference of growing background, it caused tension, misunderstanding, and conflict at home, school, and workplace between digital natives and digital immigrants (Zur, O. &Zur, A., 2011). For example, parents and teachers always complain children spend more time on surfing rather than studying. In fact, children can study via surfing. Parents and teachers misunderstand children easily because they have not studied in this way since they were young. This situation makes digital natives feel misunderstood and disrespected; on the other hand, digital immigrants feel concerned and upset.

The Accelerated Digitalization Society

The development of digital technology changes not only people themselves but also their society; moreover, it still grows at a significant rate of digitalization. In recent fifteen years, many businesses and public services have been digitalized due to the rising of internet as well as the trend of eco-friendliness. In other words, both employees and public have to get used to digital-based services instead of traditional one as it has been part of our lives. It is not a big deal for digital natives except digital immigrants. Digital immigrants are unable to learn and get used to it well as digital natives do because of their physical or psychological handicaps. As a result, it will leave them isolated in the digital world (Holmes, L., 2012).

If we assist digital immigrants in learning the new technology, it can not only reduce tension and conflicts between digital immigrants and digital natives but also make digital immigrants close to the digital world.

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1-2 The Motivation

The Rising of Touchscreen Device

In order to reduce the digital divide between generations, our government has provided free computer courses for elder digital immigrants every year since 2006 (

,2012).They found that traditional personal computer and laptop are not so easy to use for digital immigrants due to the operation of keyboard and mouse. In recent years, the rising of smartphones and tablets gives us a more intuitive and user-friendly way to operate digital tools. According to a market research from America, the proportion of e-reader user is growing with age. There are around 33% users over 55 years old (

& ,2013). In Taiwan, there are 27.2% users age 65 and older owning tablets, which is the most in all ages. In general, tablets owners age over 40 are more than younger (

,2012). As a result, touchscreen devices seem to be popular and appropriate to digital immigrants.

Not All Digital Immigrants Are The Same

It is found that the performance of learning a new technology differs from each digital immigrant ( ,2012). Why do some digital immigrants learn a new technology quick and well but others do not? It seems that the definition of digital immigrant by Prensky is too simplistic to explain (Feeney, L., 2010). In fact, there are another ways to divide people in this group besides age. Azzia and Ofer (2011) said that digital immigrants are a highly diverse group according to their attitudes and capacities toward digital technology. Furthermore, they sorted digital immigrants into three major groups: Avoiders, Reluctant Adopters, and Enthusiastic Adopters. Avoiders prefer their lives without digital technology or with minimal technology. Reluctant Adopters accept technology and try to engage with it, but they still feel alien to it. Enthusiastic Adopters have the potential to perform as digital natives. Most digital immigrants are reluctant adopters. It also means most of them are willing to learn new digital technology but need more help and guidance.

The Digitalization of The Religious Nonprofit Organizations in Taiwan

Not only businesses have been digitalized, nonprofit organizations also followed the trend of digitalization. There are many nonprofit organizations in Taiwan, and the religious organizations take the most part of it. Moreover, the rate of religious organizations’ participants grows with their age. The participants who are over 45 years

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old account for 54.2% of all ages ( ,2003). That is to say, most nonprofit organizations in Taiwan are related to religion, and over half participants are digital immigrants who are encountering the digitalization of their organizations.

The Tzu Chi e-Reader

(慈濟靜思電子書)

The Tzu Chi Foundation or Tzu Chi is an international humanitarian organization and the largest nonprofit organization in Taiwan. Since the trend of eco-friendliness and digitalization, they cooperated with ASUS, a Taiwanese multinational computer hardware and electronics company, and Chunghwa Telecom ( ), the largest telecommunications company in Taiwan, to develop Tzu Chi e-reader in 2010. Combined with many functions only for Tzu Chi activities such as fundraising record, digital sutras, Tzu Chi news, etc., the main purpose of Tzu Chi e-reader is to promote paperless work and reduce digital gap (http://www.techbang.com/posts/4070-asus-chunghwa-telecom-and-to- promote-paperless-reading-tzu). Since most Tzu Chi members are elders without digital background, there are many functions of Tzu Chi e-reader in consideration of their needs.

Figure 1.1 The Tzu Chi e-reader

According to the topics mentioned above, making Tzu Chi e-reader in practice seems a proper case study to understand how different digital immigrants learn a new digital technology since most Tzu Chi members are elders as well as the digital tool is touchscreen device.

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1-3 The Objectives

In this study, we focused on the digital immigrants of the religious nonprofit organizations in Taiwan since they account for over half of the religious nonprofit organizations and they are encountering the digitalization of their organizations. Therefore, we took the Tzu Chi e-reader as the case study and tried to view the digital immigrant’s learning process of the Tzu Chi e-reader from a holistic perspective, so that we can indicate where the barriers exist in their learning process to overcome. In addition, the performance of learning a digital tool differs from the digital immigrants with different digital abilities. In comparison with the digital immigrants whose digital abilities are different can help us see the diversity among them, so that we can find out a better way to assist them in learning the digital tool. The following is our objectives in this study:

1. Understanding the digital immigrants’ learning process of the Tzu Chi

e-reader.

2. Comparing the learning process of the Tzu Chi e-reader between the

digital immigrants with different digital abilities.

The results of the study are expected to give the religious nonprofit organizations the strategy of promoting the digitalization works as well as assisting the digital immigrants in learning the digital tool.

1-4 The Scope and The Limitation

Despite of the Tzu Chi e-reader with a variety of functions, we mainly focused on the functions related to the fundraising tasks. Since only the committee members of Tzu Chi are permitted applying for the Tzu Chi e-reader, and their primary responsibility is to do the fundraising task. In other words, the committee members use the Tzu Chi e-reader primarily for the fundraising tasks. In order to understand how the Tzu Chi e-reader users do fundraising task from paperwork to the digital work, we decided to conduct the contextual inquiry, a qualitative method, with them. Since the ease of studying, all the participants were recruited from the Hsinchu area.

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1-5 The Structure of The Thesis

The structure of the thesis consists of six chapters as follows:

Chapter 1 Introduction

This chapter introduces the background about how the digital world influences the digital immigrants nowadays. The objective is to understand how the digital immigrants with different digital skills learn a digital tool via the case study of the Tzu Chi e-reader.

Chapter 2 Literature Review

There are five parts in this chapter: The first part, we introduced the digitalization of the Buddhist organizations in Taiwan. The next part, we introduced the structure of Tzu Chi. The third part, we discussed why chose e-reader as digital immigrant’s learning tool. The fourth part, we introduced Technology Acceptance Model (TAM) as well as its studies related to elders. The last part, we used Dreyfus Model of Skill Acquisition to demonstrate the five stages of learning.

Chapter 3 Methodology

This chapter introduces the research structure, the pilot study, the process of contextual inquiry, the research tools, and finally explains the analysis tools - work models.

Chapter 4 Result

This chapter demonstrates the results of four different work models. The first one is consolidated flow model which reveals the responsibilities of each roles and the interaction between them in the whole fundraising task. The second one is consolidated sequence model which shows how fundraising task works and contrasts traditional paperwork with digital work. The third one is consolidated artifact models which introduce the purposes of different fundraising tools. The last one is consolidated cultural model which illustrates how different cultures influence Tzu Chi e-reader users.

Chapter 5 Discussion

According to literature review from chapter 2 and the results from chapter 4, this chapter discusses different digital immigrants’ learning conditions in the five stages.

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Chapter 6 Conclusion

This chapter concludes the advice for the religious organizations on promoting the digitalization works and assisting the digital immigrants in learning the digital tool. Finally, we give the recommends for the future work.

References and Appendix

All Chinese and English literature from the internet and books are displayed in the references, and the complete affinity diagrams of each participant are shown in the appendix.

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CH2 Literature Review

There are five parts in this chapter: The first part, we introduced the digitalization of the Buddhist organizations in Taiwan. The next part, we introduced the structure of Tzu Chi. The third part, we discussed why chose e-reader as digital immigrant’s learning tool. The fourth part, we introduced Technology Acceptance Model (TAM) as well as its studies related to elders. The last part, we used Dreyfus Model of Skill Acquisition to demonstrate the five stages of learning.

2-1 The Digitalization of The Buddhist Organizations in Taiwan

Although there are many religious nonprofit organizations in Taiwan, we focused on the digitalization of Buddhist organizations in this section since the case study, Tzu Chi foundation, in our research is a Buddhist organization. According to the literature about the digitalization of main Buddhist organizations in Taiwan, such as Tzu Chi ( ), Dharma Drum Mountain ( ), Fo Guang Shan ( ), Hwa Dzan Pure Land Learning Society ( ), and Tibetan Buddhism Kagyu Lineage (

), we concluded two reasons why they decided to be digitalized. One is for the management of fund and human resources, and the other is for the management of knowledge.

2-1-1 The Management of Fund and Human Resources

As the trend of digital technology, the profit organizations and the government organizations made management as well as working process become digitalized in order to lower cost and raise efficiency. Although the purpose of the nonprofit organizations is not making profits as the profit organizations do, the nonprofit organizations become institutionalized as the profit organizations while getting bigger ( ,2001). After 1980s, the religious nonprofit organizations such as Buddhism became popular in Taiwan since they not only preached Buddhism but also devoted to the well-being of the public. There were more and more people joining the organizations and more and more money donating to the organizations. In order to manage the large number of people and money as well as keep operating for a long time, the Buddhist organizations were inevitable to be institutionalized and operate as the profit organizations ( ,2012). As a result, they also followed the trend of digitalization in 1990s.

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Fundraising is the most important condition for the nonprofit organizations to keep operating ( ,2003). The Buddhist organizations collect donation from their followers primarily. As a large number of followers increasing significantly, the Buddhist organizations built digital fundraising system for managing a large number of followers’ data and funds ( ,1993). On the other hand, in order to gain more funds, the Buddhist organizations propagandized their religious beliefs and contribution to the public through media and the internet. For instance, Tzu Chi had published Tzu Chi magazines every month since 1967. At first, the purpose of Tzu Chi magazines was displaying the list of donor’s name and funds during 1967 to 1979. After 1979, Tzu Chi magazines created the column for spreading Dharma Master’s doctrine and what they did for the public. In 2007, Tzu Chi published paper and digital magazines at the same time, so that people had another options to read the information via the internet (

,2012). Due to the digitalization of fundraising data and the informatization of the organization’s contribution, it made people’s donation clear so that people had more confidence in the Buddhist organizations ( ,2003).

2-1-2 The Management of Knowledge

The Buddhist knowledge is important for the Buddhist organizations to preserve and preach to the followers. In the past, the Buddhist knowledge was recorded as books; however, the traditional books will decay as time goes by. On the other hand, as Buddhism was spread worldwide, there were more and more overseas followers (

,2008). In order to keep the Buddhist knowledge complete as well as spread it to the followers everywhere, the digital archives of sutra had been started since 1990s in Taiwan ( ,1999). The following are some examples about the projects of digital archives of different Buddhist organizations in Taiwan.

Fo Guang Shan

( )

Since there was no easy understanding reference books for people to study Buddhism, Hsing Yun ( ), the founder of Fo Guang Shan, had started to compile “Fo Guang Dictionary” ( ) since 1978 and published it after ten years. As the trend of digitalization and the need of followers, “Fo Guang Shan Buddhist Electronic Texts” (

) was founded to digitalize “Fo Guang Dictionary” in 1990. Then, the first disc of the Buddhist reference book, which provided full text search for people to search on the computers, was finished in 1997, and it was published as PDA edition for people to search anytime and everywhere in 2004 ( ,2008).

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Hwa Dzan Pure Land Learning Society

( )

Hwa Dzan Pure Land Learning Society was founded in 1989. The lectures of Dharma Master were recorded as audio tapes or edited as books for the followers who cannot attend the lectures in person. However, audio tapes were easily decayed and cost high. As the technology developing, the discs took the place of audio tapes. At the time, the lectures were recorded as books and discs, and were also uploaded into the internet; however, the publishing media were focused on the discs and the internet. Although the publishing number of discs increased steadily, the publishing number of books still took a certain part of all publishing number since books were still popular among the followers (Figure 2.1) ( ,2008).

Figure 2.1 The publishing number of all media from 2003 to 2007

Tibetan Buddhism Kagyu Lineage

( )

Dr. Gene Smith, who worked in the Library of Congress in America, had conducted a project to gather Tibetan Buddhism books for keeping them away from the Cultural Revolution since 1975. In 1999, Dr. Gene Smith founded “The Tibetan Buddhist Resource Center” (TBRC) with Dell computer engineer David Lunsford to preserve Tibetan Buddhism books as the digital archives, so that the digital archives provided worldwide followers search and browse on the internet. In order to give the followers more convenient and interactive experience in acquiring abundant Tibetan Buddhist knowledge, Chen (2011) used FlashPageFlip software to create dynamic page flipping e-book model and conducted the user testing with nine followers, whose age between 20 to 30. Chen found that reading via the e-book gave the followers more interactive and interesting experience than reading on the website ( ,2011).

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Tzu Chi

( )

In order to preach Dharma Master’s wisdom to people, Tzu Chi published the first magazine in 1967. They had their own broadcast in 1985. Then, they published Jing Si Aphorisms ( ) in 1989 and established their own publisher next year. Eight years later, they had their own TV channel “Da Ai” ( ). Finally, they consolidated all media into Tzu Chi Culture and Communication Foundation in 2005. As the development of the internet, Tzu Chi also had online radio, online video, and website so that the followers can acquire the information of Tzu Chi ubiquitously ( ,2012). Since the trend of eco-friendliness, Cheng Yen ( ), the founder of Tzu Chi, decided to publish digital magazines and e-books since 2007 for decreasing the number of publishing paper books. Moreover, Tzu Chi cooperated with ASUS and Chunghwa Telecom to develop Tzu Chi e-reader for the followers reading e-books easily in 2010 (

,2012).

As the examples mentioned above, the digitalization of Buddhist knowledge stemmed from preserving the Buddhism books from decaying as time goes by or being damaged by human factors. As the organizations expanded from a local area to overseas, they used variety of media, such as magazines, audio tapes, video discs, broadcasts, or TV channel, to preach the Buddhist knowledge to the followers who cannot attend Dharma Masters’ lectures in person. After the rising of the internet, the organizations saw the convenience and the ubiquity of the internet; therefore, they built the search engine and uploaded the Buddhist knowledge and the information of the organizations into the internet so that the followers could acquire the information they need easily.

We also saw that the founder of the Buddhist organizations played an important role to lead the digitalization of the organizations. Most religious organizations were led by the leader’s charisma ( ,2012; ,2010; ,2003). That is to say, the founder of the Buddhist organization has more power to influence the followers to fulfill the founder’s decision. Such as Dharma Master Cheng Yen decided to promote the concept of eco-friendliness, so that Tzu Chi published e-books as well as developed the Tzu Chi e-reader to support Dharma Master Cheng Yen’s idea.

It is the trend that the religious organizations become digitalized, but there are some challenges existed. Although many Buddhist organizations have digitalized the resources of Buddhist knowledge and provided the services on the internet, the traditional books were still popular among the followers (as shown in Figure 2.1). According to a study that focused on 40 to 60-year-old Buddhist followers who study Buddhism at home, there

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were 23.3% followers used the Buddhist digital archives and 12.9% followers used the internet resources to solve the problems of studying Buddhism. Most followers preferred studying via the traditional books (57.8%) and discussing in person (61.2%). The study also said that the reason why the followers did not use the online resources was “they never had the idea to solve the problems via the internet.”( ,2010)

As the chapter 1 mentioned, more than 54.2% participants of the religious organizations in Taiwan are over 45 years old; that is to say, over half participants of the religious organizations in Taiwan are digital immigrants. However, many studies about the digitalization of the Buddhist organizations did not seem to consider the factor. Especially when it comes to the age of mobile technology, the service should be more user-friendly and intuitive, so that the digital immigrants will be willing to use the digital resources and acquire the information they need efficiently from the great amount of information

( ,2008; ,2012).

2-2 The Structure of Tzu Chi

Tzu Chi is a Buddhist organization and the largest non-governmental organization (NGO) in the Chinese-speaking world. Tzu Chi was founded by Dharma Master Cheng Yen, a Buddhist nun, on May 14, 1966 in Hualien, Taiwan. As a Buddhist organization, Tzu Chi not only focuses on Buddhist origins and beliefs but also devotes to community service in the areas of Charity, Medicine, Education, and Culture (“Tzu Chi”, 2013).

In general, the members of Tzu Chi include the monk and the nun, the professional member, the associator, and the committee member. The monks and the nuns practice Buddhism with Dharma Master Cheng Yen. As the Tzu Chi foundation becomes bigger and institutionalized, it needs a management system to run the foundation. Therefore, the professional members are recruited to contribute their expertise to manage the Tzu Chi foundation. According to the statistics of 2004, there were around 700 professional members in Tzu Chi, which was the nonprofit organization with the most human resources in Taiwan. To be an associator, the condition is to donate and leave the personal information to Tzu Chi, so that Tzu Chi will record the data in digital fundraising system and give the associator a code number ( ,2005).

The committee members play an important role in Tzu Chi since they are responsible for the fundraising tasks, visiting the associators and someone who needs help, and spreading the doctrine of Tzu Chi. Most committee members are inspired by the charisma of Dharma Master Cheng Yen, so that they decide to become the committee

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members from the associators ( ,1996: 238-241). There were 47008 committee members in 2011 ( ,2012: 544-545). According to the statistics of the Tzu Chi committee member ( ,1996: 230-232), the female accounted for 88.9% of all committee members, and the committee members who were over 40 years old accounted for 82.2%; moreover, those who were over 50 years old accounted for 43.9%. There was 52.7% committee members that being employed. That is to say, Tzu Chi mostly relies on the employed female committee members and most of them are over 40 years old.

As the literature mentioned above, we know that most Tzu Chi committee members, as the subject of our study, are digital immigrants and half of them are employed, which means they work and contribute to the Tzu Chi events simultaneously. Although it is hard to do both works at the same time, they still decided to become the committee members since the charisma of Dharma Master Cheng Yen.

2-3 E-Reader: The Best Friend of The Digital Immigrant

2-3-1 The Elder’s Needs

When people get old, their physical functions such as eyesight, hearing, dexterity, and memory decline. As a result, a large number of elders cannot use digital tools very well due to other physical or psychological handicaps in the digital world (Paul, G. & Stegbauer, C., 2005).They cannot see the monitor for a long time since their visual impairment. They use keyboard and mouse awkwardly due to their uncoordinated motions. They always forget how to operate the device as their bad memories. From the perspective of human factors and ergonomics, those digital tools should offer more user-friendly and intuitive way for digital immigrants to satisfy their physical needs. As chapter 1 mentioned, the rising of touchscreen technology seems to give digital immigrants a hope in this digital world because of its intuitive operation that digital immigrants enable to operate directly on the screen.

2-3-2 The Comparison between e-Reader, PDA, Smartphone, and Tablet

The touchscreen technology has been developed in several digital tools such as PDA, e-reader, smartphone, and tablet. Although they are all used touchscreen technology, they still differ from each other with their own features. The comparison of those digital tools as Table 2.1 shows.

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According to the items of Table 2.1, a big monitor is good for reading and operating. The monitor size of e-reader and tablet are both bigger than PDA and smartphone. There are two materials of monitor display, E-ink and LCD. Despite of its grayscale images, the former one makes reading more comfortable since it reflects light as ordinary paper. The later one is colorful but makes reading tired easily. The power is closely related to the material of monitor. E-ink is an ultra-low power consumption technology; therefore, it can be used longer than other digital tools with LCD. Smartphone and tablet offer more functions than e-reader and PDA.

Table 2.1 The comparison between digital tools with touchscreen (宋振世,2013)

e-Reader PDA Smartphone Tablet

Monitor Size Big Small Small Big

Monitor Display

E-ink monitor, Comfortable for reading

LCD monitor, Easily tired while reading

Power Low High High High

Function Less Less More More

In consideration of elder’s needs, e-reader might be the first choice as a starter to digital immigrants. Its big e-ink monitor gives them a comfortable way in reading since their eyesight has been weakened; besides, it also makes them no worried about charging frequently due to its ultra-low power consumption. In addition, a bigger touchscreen makes them operate easily and intuitively as it reduces their loading of working memory ( ,2008). Although it offers less functions than smartphone and tablet; in other words, it offers a simple and clear way for digital immigrants to use.

2-4 Accept New Technology

2-4-1 Technology Acceptance Theory

There are a couple of researches study how the users come to accept and use a new technology. The Technology Acceptance Model (TAM) is one of the influential theories that propose a number of factors influence users’ attitude and intention to decide how and when they will use it. There are two primary factors: Perceived Usefulness (PU) and

Perceived Ease of Use (PEOU). The former one was defined as “the degree to which a

person believes that using a particular system would enhance his/her job performance" and the later one was defined as "the degree to which a person believes that using a particular system would be free from effort" (Davis, 1989).

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As TAM has been used in several empirical studies, it was found that it’s unable to well explain users’ behavior of using technology with factors “perceived usefulness” and “perceived ease of use” in other words, there are still other factors does influence users’ decision of using technology. Chou (2012) mentioned Lee’s research about literature analysis of 101 TAM studies from 1986 to 2003, it concluded that there are 25 external variables. In this study, we propose “digital skill” as the other factor to discuss how it will influence digital immigrants’ learning process of Tzu Chi e-reader.

Figure 2.2 Technology Acceptance Model (TAM)

2-4-2 How Do Digital Immigrants Accept New Digital Technology

TAM has been continuously used and expended in several studies. Digital immigrants are also studied in a number of TAM researches, and most the subjects of digital tool are traditional personal computer. There are less researches about tablet or e-reader since those digital tools just show up in recent years.

Although the stereotype of digital immigrants is that they are unable, unwilling, or afraid to use new digital technology (Tracy, 2010). In fact, they are interested in those new stuff, but the digital technology needs to deliver real value, such as more social, active, meaningful, and independent life to them (Seppo, 2010). In addition, we should emphasize the benefits of digital technology and create motivation for use via education and training programs (Nicole, 2010; Tracy, 2010). When they perceive the value accompanied with digital technology, they will attempt to overcome the problem of usability. After overcoming it, they will be more willing to accept the digital technology (Terry, 2008). Besides, many researches demonstrate that “perceived usefulness” and “perceived ease of use” positively and significantly influenced digital immigrant’s attitude toward using and intention to use digital technology (Terry, 2008; Lexman, 2010; Shuya, 2010; Tracy, 2010; ,2010). That is to say, more useful the digital tool is, less anxious digital immigrants will feel; therefore, they are more willing to use it.

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According to those studies above-mentioned, the key points about how to help digital immigrants accept digital technology are : (1) Make them perceive the real value

accompanied with the digital tool, and (2) The digital tool is useful and easy to use.

2-5 The Five Stages of Skill Acquisition

When users begin to accept digital technology, they will encounter a series of challenges during their learning and adaption process. Shelley, Justin, Hugh (2010) describe the process of a user engaging in the new system as the process of a player playing in a multilevel digital game. Firstly, the novice player perceives there are different scores of the game (perception of the environment), knowing the level at which that score was achieved so that the player can assess his/her skill (creating a model); therefore, the player can adjust difficulty of the game to keep him/herself in the flow between boredom and frustration (adapting to meet a performance objective). We can say that the process of adapting to digital technology is dynamic and adjustable according to user’s skill.

According to the case studies of learning second language, chess, and pilot training, Dreyfus (1986) proposed a model of skill acquisition that describe five distinct stages of learning process: Novice, Competent, Proficient, Expert, and Master. Gabe and Christopher (2011) applied Dreyfus’s model in system design but adjusted the definition of each role, such as the last stage is Visionary instead of Master. Combined original Dreyfus model and Gabe’s model, the introduction of five stages is listed below:

1. Novice

They have no context about the whole system environment since they are first time to use it. If they are given rules to follow even though they don’t understand its logic and meaning, they can complete a simple task.

2. Competent

They can understand parts of its logic and meaning while connecting rules with real situations.

3. Proficient

They have holistic understanding of the system after practicing many times and increasing experience. When they encounter different problems, they can find out the appropriate solution which is based on their experience to deal with.

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4. Expert

With abundant experience and holistic understanding of system, they can find out the appropriate solution intuitively to cope with a variety of difficulties.

5. Visionary

They think outside of user’s box and put in designer or developer’s shoes to improve the whole system.

According to the model of skill acquisition, we know a user will grow up from Novice to Visionary through practicing again and again to get abundant experience. In this study, we will use the five stages model of skill acquisition to review the digital immigrants’ learning process of the Tzu Chi e-reader.

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CH3 Methodology

3-1 Research Structure

After collecting the literature about the technology acceptance, we used the qualitative method to study fundraising tasks, from the traditional paperwork to the digital work, in order to complete the lack of quantitative studies in the past. The research consists of four parts as follows:

The First Step : Collecting Data

At first, we collected the literature about the digitalization of religious organizations and the information about the Tzu Chi e-reader. Then, we attended the lecture on the digital fundraising books, which was hosted by Tzu Chi, to understand how the Tzu Chi e-reader works. After the lecture, we conducted a pilot study with a Tzu Chi e-reader seeded teacher, who is also a regular committee member of Tzu Chi, to understand how the fundraising task works, from the traditional paperwork to the digital work, so that we can prepare the tools for the contextual inquiry with the Tzu Chi e-reader users.

The Second Step : Data Analysis

At first, we created notes from the raw data of contextual inquiry and grouped the notes into four categories: Fundraising, Interaction, Recording, and Using Behavior. Then, we built four kinds of work models: Flow Model, Sequence Model, Artifact Model, and Cultural Model, for each Tzu Chi e-reader user. Finally, each kind of work models was consolidated in order to see the holistic fundraising task.

The Third Step : Discussion

According to the consolidated models, we discussed what challenges and skills that the digital immigrants with different digital skills will experience in each learning stage.

The Final Step : Conclusion and Implication

According to the results, we proposed the recommendations on the digitalization of the religious organizations.

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Table 3.1 The research structure

The First Step:

Collecting Data

- Collecting the literature about the digitalization of religious organizations and information about the Tzu Chi e-reader - Attending the lecture on the digital fundraising book and

having a pilot study with a Tzu Chi e-reader seeded teacher - Planning the contextual inquiry

- Recruiting the Tzu Chi e-reader users

- Conducting the contextual inquiry with nine Tzu Chi e-reader users

The Second Step:

Data Analysis

- Affinity Diagram:

Creating notes from raw data and grouping into four categories: Fundraising, Interaction, Recording, and Using Behavior

- Building Work Models:

Flow Model, Sequence Model, Artifact Model, Cultural Model

- Consolidating Work Models:

Consolidated Flow Model, Consolidated Sequence Model, Consolidated Artifact Model, Consolidated Cultural Model

The Third Step:

Discussion

- Discussing what kind of challenges and skills that digital immigrants will experience in each learning stage

The Final Step:

Conclusion and

Implication

- Proposing recommendations on the digitalization of the religious organizations

3-2 The Process of Lecture on Digital Fundraising Book

Before the pilot study, the Tzu Chi e-reader seeded teacher suggested that attending the lecture on the digital fundraising book should give us some background knowledge

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about the Tzu Chi e-reader. Therefore, we attended the half-day lecture which was hosted by a seeded teacher in a Tzu Chi temple in Hsinchu. There were more than ten female regular committee members, and only one male. They were almost all around 40 or 50 years old, and some of them were elders over 60 years old. Each one was given a Tzu Chi e-reader and listened to the PowerPoint which was introduced by the seeded teacher. The PowerPoint presentation consisted of three parts as below:

1. The Introduction of The Tzu Chi e-reader Hardware 2. The Concept of The Digital Fundraising Task

3. The Operation of The Digital Fundraising Book

At the beginning of the lecture, the seeded teacher introduced to everyone the function of each button on the Tzu Chi e-reader and the operation of the touchscreen and charger. Then, she introduced the concept of the digital fundraising task by contrasting the working process between traditional paperwork and digital work. At last she taught everyone how to use the digital fundraising book through practicing it step by step. After the lecture, everyone was allowed to take the Tzu Chi e-reader home and have a month-long trial period. But they were unable to upload digital fundraising books unless they decided to buy their own Tzu Chi e-reader to do digital fundraising tasks instead of traditional paperwork.

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3-3 The Process of The Contextual Inquiry

After the lecture, we conducted a pilot study with a Tzu Chi e-reader seeded teacher in order to gain basic background knowledge about the Tzu Chi fundraising tasks. Most regular committee members were retired people and had less computer experience. Furthermore, only around one-fifth of all regular committee members used the Tzu Chi e-readers in the Hsinchu area, which means they needed more effort to promote and teach them to use the Tzu Chi e-readers. According to the pilot study, the Tzu Chi e-reader users were separated into two groups: “computer-using experience” and “no computer-using experience”. The seeded teacher whom we interviewed also helped us recruit six Tzu Chi e-reader users for the next step’s contextual inquiry in order to understand the difference between the traditional paperwork and the digital work.

After conducting the contextual inquiry with seven participants (including the seeded teacher), three were discharged from our lists since they had used the Tzu Chi e-reader for less than a half year and had not built their own using pattern. Furthermore, we found that some participants seldom use computers in their daily lives but still have a little computer-using experience due to the requirements of their past jobs. Therefore, during the next recruiting, we considered that the length of experience of using the Tzu Chi e-reader should be more than ten months. All participants were divided into three groups according to their digital skills. Finally, we conducted the contextual inquiry with nine participants in total, and each group contained three participants.

Table 3.2 The qualification of the participants

Digital Skill Amount of Participant

Experience of

Tzu Chi e-reader Digital Background Low 3

over 10 months

Have no computer-using experience

Middle 3

Have some computer-using experience for the

requirements of past jobs, but seldom use computer in daily life

High 3 Have computer-using experience and usually use computer

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Table 3.3 The participants’ background

User’s

digital skill Gender Age Occupation

Experience of Tzu Chi e-reader

Digital Background

Low

A1 Female 69 Housewife 1.5 years Have no computer-using experience A2 Female 50 Housewife 1 year Have no computer-using experience A3 Female 65 Baby Sitter 10 months Have no computer-using experience

Middle

B1 Female 64 Retiree 1.5 years Worked for Chunghwa Telecom, and learned some office tools

B2 Female 59 Bank Officer 2 years

Learned some software only for job. Unfamiliar with internet. Enable to receive email.

B3 Female 63 Retiree 10 months Learned computer for the job from the age of 50.

High

C1 Female 44 Consultant

on Software 1.5 years

Used digital products frequently. Tzu Chi e-reader seeded teacher.

C2 Female 48

Human Resource Management

10 months Learned computer for the job. Used digital products frequently.

C3 Female 41 Housewife 10 months Used digital products frequently.

3-4 The Contextual Inquiry Tools

According to the pilot interview, the contextual inquiry focused on four issues: 1. How did the participants do the traditional fundraising tasks?

2. Why did the participants decide to use the Tzu Chi e-reader? 3. How did the participants learn to use the Tzu Chi e-reader?

4. How did the participants do the fundraising tasks with the Tzu Chi e-reader?

Since we were not permitted to go into the participants’ workplaces to observe how they did their fundraising tasks, we decided to simulate the situation by asking the participants to demonstrate how they operated the digital fundraising book with the Tzu Chi e-reader as usual. The operation process and their intent were recorded with numbers and descriptions on paper, which were printed with the digital fundraising book’s interface. Since the Tzu Chi e-reader users did not use the traditional fundraising

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books anymore, we printed the traditional fundraising book’s sheet to allow users to demonstrate how they recorded in the past. The record process and intent were also recorded as was done before. The whole contextual inquiries were recorded via a smartphone’s sound recording app, and each user’s Tzu Chi e-reader and other artifacts for fundraising were also recorded by taking pictures.

Figure 3.2 The recording paper which were printed with the traditional fundraising book’s sheet (Right) and the digital fundraising book’s interfaces (Left)

3-5 Data Analysis

According to the recording paper, pictures, and sound recording of interviews, we created notes which were about the tools, sequences, interactions, and mental models of each participant. All of the notes were grouped into four categories: Fundraising, Interaction, Recording, and Using Behavior. The complete affinity diagrams are shown in Appendix. Then, we built four kinds of work models: Flow Model, Sequence Model, Artifact Model, and Cultural Model, for each participant. Finally, participants’ work models were consolidated in order to see the holistic fundraising task. The method of building and consolidating work models is introduced as follows.

Flow Model

The flow model shows the responsibilities of people or organization, the communication between people, and the artifacts of communication to offer a holistic view of the activity. People and organization are bubbles with their responsibilities on the model. Arrows indicated the communication between bubbles and artifacts are shown in boxes

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on the arrows. The breakdown of communication between people is marked as a lightning bolt.

Sequence Model

The sequence model shows how an activity being done, what trigger make it start, and what intent behind the action. The whole activity is divided into steps which are annotated with intents. The breakdown of working process between steps is marked as a lightning bolt.

Figure 3.3 Flow Model (Left) and Sequence Model (Right)

Artifact Model

The artifact model displays how a tool be used with user’s intent. The artifact can be a drawing or a photo, and its usage is written down with intents on different parts of the artifact. The breakdown of usage on the part of artifact is marked as a lightning bolt.

Cultural Model

The cultural model shows how intangible forces influence each other in people’s culture. Influencers are bubbles with different size and are organized from outside to the center. The size of bubble reflects how powerful the influence is. The arrow indicates how bubbles influence each other. The breakdown of the influence between bubbles is marked as a lightning bolt.

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CH4 Result

According to the analysis of interview, this chapter will demonstrate the whole fundraising activity via four kinds of work models. At first, the consolidated flow models reveal the responsibilities of each roles and the interaction between them. Secondly, the consolidated sequence model shows how the fundraising works and contrasts the traditional paperwork with digital work. Thirdly, the consolidated artifact models introduce the purposes of different fundraising tools. Finally, the consolidated cultural model illustrates how different cultures influence the Tzu Chi e-reader users.

4-1 Consolidated Flow Model

In the whole fundraising activity, different digital-skilled users’ flow models were consolidated into the main roles that represent the similar responsibilities. In the consolidated flow model, the bubbles represent the roles, including Solicitor, Donor,

Helper, Tzu Chi foundation, e-reader Assistant, and e-reader Developer. The squares

represent the places, including Collecting Center, Internet Service, and Activity Service. The icons on the arrows represent the artifacts that communicate with different roles and places. They were consolidated into four categories: (1) Recording Tools: fundraising book and Tzu Chi e-reader, (2) Auxiliary Tools: note, (3) Contact Tools: phone, internet, and mail, (4) Interaction Tools: gift and Tzu Chi magazine. If there is any breakdown between each role’s communication, we will mark a lightning bolt. Here are two consolidated flow models of paperwork and digital work as follows:

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Figure 4.1 The Consolidated Flow Model

4-1-1 The Relationship of Roles in The Period of Paperwork

In the Tzu Chi foundation, the regular committee members are responsible for the fundraising task. To become a regular committee member, you have to own 40 donors at least and give all the fundraising money to the Tzu Chi foundation every month. Before

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becoming a regular committee member, you should work for a certain regular committee member, who is called “Hen” in the Tzu Chi jargon, until you have 40 donors. And then you can have your own fundraising book and do fundraising task by yourself. The rank of the Tzu Chi committee member in the period of paperwork is shown as the following picture.

Figure 4.2 The rank of the Tzu Chi committee member in the period of paperwork

The fundraising is very important for Tzu Chi to operate well, so the regular committee members play the primary roles in the consolidated flow model. Their responsibilities include fundraising, collecting fundraising money, recording fundraising data, remitting fundraising money and uploading fundraising data to the Tzu Chi foundation. The communication between Solicitor (the regular committee member) and other roles is introduced as follows:

1. Solicitor – Donor

Solicitor collects fundraising money from Donor regularly, but how often depends on Donor. It can be monthly, once few months, or once a year. Solicitor usually makes an

appointment with Donor via phone before collecting fundraising money. Solicitor will give Donor last time’s donation receipts and interact with them while fundraising, because the mission of Tzu Chi is not only fundraising but also care for Donor. Therefore,

Solicitor will greet Donor, tell them the recent activities of Tzu Chi, and invite them for

attending. If Donor is willing to talk more, Solicitor will introduce the mission of Tzu Chi via the Tzu Chi magazines and give them the magazine. Some Solicitor will prepare the gifts, such as Jing Si aphorism’s cards ( ), handmade charms or health food made from Tzu Chi, to give Donor for wishes.

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Breakdown: Solicitor will pay the missing fundraising money

Solicitor will pay the missing fundraising money while discovering there is an error in the

fundraising records. They are too shy to ask Donor the missing fundraising money, and they think it is all their faults.

2. Solicitor – Helper

In some cases, Solicitor has too many donors or has some donors that live too far, and they will request their intern committee members or family to collect the fundraising money from Donor. The intern committee member, who is called “Chicken” in the Tzu Chi jargon, is assigned some donors from Solicitor to collect the fundraising money, and also be asked to give the money to Solicitor on time every month. Sometimes Donor comes personally to give the fundraising money while Solicitor being not at home,

Solicitor’s family will collect the money. If the donors are colleagues or neighbors of Solicitor’s family, Solicitor will ask their family to collect the fundraising money for the

convenience. So the intern committee members and family play the role of Helper.

Helper usually records the donor’s name and the amount of fundraising money for Solicitor checking.

3. Solicitor - Collecting Center - Tzu Chi Foundation

When the fundraising task is finished, Solicitor has to remit all the fundraising money to

Tzu Chi Foundation, and then send the fundraising book and the remittance receipt to Tzu Chi Foundation. After receiving the fundraising books, the staff of Tzu Chi Foundation will key in the fundraising records from the fundraising books into computer

and check with the amount of money. If there is no problem, they will send the fundraising books back with donor’s receipts. Or they will write down the missing money in the fundraising books to notice Solicitor. The committee members who live in the same area or have good relationship will gather each other’s fundraising books and send to Tzu Chi Foundation by a certain committee member for saving the postage and lightning the load of Tzu Chi Foundation. Therefore, the certain committee member’s home plays the role of Collecting Center, which is responsible for collecting Solicitor’s fundraising books, sending to Tzu Chi Foundation, receiving and distributing the fundraising books and receipts to Solicitor.

Breakdown: The committee member of Collecting Center takes more loads

It starts from a good intention of Collecting Center, but actually it also gives more loads on the certain committee member who is responsible for Collecting Center. The certain

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committee member cannot send fundraising books to Tzu Chi Foundation until all fundraising books are collected. In other words, if any Solicitor being late for submitting the fundraising books, the whole fundraising task will be delayed. Not only Collecting

Center but also Tzu Chi Foundation will be affected. When the fundraising books and

donor’s receipts arrive from Tzu Chi Foundation, the certain committee member has to spend much time classifying the stuff for Solicitor taking back. Finally, Solicitor has to take the consequences for the delay of next month’s fundraising task.

Breakdown: Sending fundraising books costs money and time

In the period of paperwork, the only way to exchange the fundraising information between Solicitor and Tzu Chi Foundation is sending the fundraising books via mail. But it takes few days to wait for; moreover, it costs time and postage to do the sending work.

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4-1-2 The Relationship of Roles in The Period of Digital Work

In the period of digital work, only regular committee members have changed the fundraising task, because only regular committee members can apply for the Tzu Chi e-reader to use the digital fundraising book, other members still use the traditional fundraising books. The primary difference between paperwork and digital work is the exchange of the fundraising information from sending the fundraising books to uploading the digital fundraising books. It not only saves time of the fundraising task but accomplishes Tzu Chi’s purpose of paperless work. In order to coordinate with the new fundraising tools, there are some changes in the consolidated flow model. Two new roles,

e-reader Assistant and e-reader Developer, and two new places, Internet Service and Activity Service, show up in the consolidated flow model.

Figure 4.4 The rank of the Tzu Chi committee member in the period of digital work

1. Solicitor – Activity Service

The lectures on the digital fundraising book are open for every regular committee member in each Tzu Chi temple. Therefore, at least one regular committee member in every community will be assigned to attend the half day lecture. After the lecture, there is a trial period that regular committee members can use the Tzu Chi e-readers for a month. And then the regular committee members decide whether use the digital fundraising books or not. Generally speaking, the middle and low digital-skilled users have more problems after using the digital fundraising books; therefore, they often ask for help while attending the Tzu Chi activities in the Tzu Chi temple. They also update the Tzu Chi e-reader’s data there.

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Breakdown: The half day lecture is not enough

The half day lecture on the digital fundraising book seems insufficient for the middle and low digital-skilled users. They are still unfamiliar with the operations of the digital fundraising books after the lecture.

2. Solicitor – e-reader Assistant – e-reader Developer

The Tzu Chi e-reader seeded teachers are assigned to help Solicitor solve their problems in every community. In fact, the seeded teachers are almost held by the high digital-skilled users. The seeded teachers always receive the calls from the middle and low digital-skilled users, and then go to help them personally at their home or in the Tzu Chi temple. The seeded teachers will demonstrate how to operate the digital fundraising book, and then write down the operation sequences for Solicitor. Furthermore, they will reflect Solicitor’s problems to e-reader Developer for improving the Tzu Chi e-reader system. Except for the seeded teachers, the middle and low digital-skilled users also request for their friends who are familiar with the digital fundraising books. The middle digital-skilled users will become e-reader Assistant while being familiar with the digital fundraising books.

Breakdown: e-reader Assistant is requested all the time

The low digital-skilled users learn the digital fundraising book’s operation slower than the middle digital-skilled users, because they seldom use the Tzu Chi e-reader. Even though e-reader Assistant teaches them many times, they still request e-reader

Assistant while doing the digital fundraising task every month. Therefore, they become

more dependent on e-reader Assistant. Finally, the digital fundraising task turns out

e-reader Assistant’s loads. Although e-reader Assistant feel disappointed about the

result, they have no choice but keep doing their tasks.

3. Solicitor - Internet Service - Tzu Chi Foundation

The digital fundraising book needs internet to be exchanged between Solicitor and Tzu

Chi Foundation, so it has to be done on the internet. All high digital-skilled users have

the internet at home. Some middle digital-skilled users did not have the internet at home before, but they set up the internet for uploading and downloading the digital fundraising books. The low digital-skilled users have no internet at home, and they usually go to the Tzu Chi temple to do their digital fundraising tasks on weekends since the place serves Wi-Fi there. Sometimes they go to 7-11 nearby to do their digital fundraising tasks via free Wi-Fi.

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4. Solicitor – Donor

The interaction between Solicitor and Donor is giving gifts and introducing the Tzu Chi magazines as in the period of paperwork. The Tzu Chi e-reader is just one of the choices that Solicitor interacts with Donor. In fact, only the high digital-skilled user C1 goes fundraising with her Tzu Chi e-reader, but the donors will be interest in her Tzu Chi e-reader while she operating the digital fundraising book in front of them. Therefore, she will introduce how the digital fundraising book works to the donors in order to get their trust in the purpose of the fundraising money. Sometimes she will resolve the donors’ doubts of life via the Jing Si aphorisms ( ) which show up randomly at the button of the Tzu Chi e-reader’s home page, and then introduces the core value of Tzu Chi.

數位移民的適應指南：不同數位程度者的電子書學習歷程

數位移民的適應指南：不同數位程度者的電子書學習歷程

The Adaptation Guideline for Digital Immigrants:

The E-Reader Learning Journey of Different Digital-skilled Users

摘要

Abstract

誌謝

Contents

摘要

Abstract

誌謝

Contents

Figures & Tables

CH1 Introduction

CH2 Literature Review

CH3 Methodology

CH4 Result

CH5 Discussion

CH6 Conclusion

References

Appendix

Figures & Tables

CH1 Introduction

1-1 The Background

The Conflicts between Generations in The Digital World

The Accelerated Digitalization Society

1-2 The Motivation

The Rising of Touchscreen Device

Not All Digital Immigrants Are The Same

The Digitalization of The Religious Nonprofit Organizations in Taiwan

The Tzu Chi e-Reader

1-3 The Objectives

1. Understanding the digital immigrants’ learning process of the Tzu Chi

e-reader.

2. Comparing the learning process of the Tzu Chi e-reader between the

digital immigrants with different digital abilities.

1-4 The Scope and The Limitation

1-5 The Structure of The Thesis

Chapter 1 Introduction

Chapter 2 Literature Review

Chapter 3 Methodology

Chapter 4 Result

Chapter 5 Discussion

Chapter 6 Conclusion

References and Appendix

CH2 Literature Review

2-1 The Digitalization of The Buddhist Organizations in Taiwan

2-1-1 The Management of Fund and Human Resources

2-1-2 The Management of Knowledge

Fo Guang Shan

Hwa Dzan Pure Land Learning Society

Tibetan Buddhism Kagyu Lineage

Tzu Chi

2-2 The Structure of Tzu Chi

2-3 E-Reader: The Best Friend of The Digital Immigrant

2-3-1 The Elder’s Needs

2-3-2 The Comparison between e-Reader, PDA, Smartphone, and Tablet

2-4 Accept New Technology

2-4-1 Technology Acceptance Theory

2-4-2 How Do Digital Immigrants Accept New Digital Technology

2-5 The Five Stages of Skill Acquisition

1. Novice

2. Competent

3. Proficient

4. Expert

5. Visionary

CH3 Methodology

3-1 Research Structure

The First Step : Collecting Data

The Second Step : Data Analysis

The Third Step : Discussion

The Final Step : Conclusion and Implication

Collecting Data

Data Analysis

Discussion

Conclusion and

Implication

3-2 The Process of Lecture on Digital Fundraising Book

3-3 The Process of The Contextual Inquiry

3-4 The Contextual Inquiry Tools