高校图书馆信息共享空间用户交互学习行为分析

An analysis of User Interactive Learning Behavior in Academic Library Information Commons

本文通过扩展TAM技术接受模型,探索高校图书馆信息共享空间中用户交互学习行为的影响因素。在结合高校图书馆信息共享空间具体环境的基础上,运用结构方程模型方法进行研究。研究发现:感知有用性、感知易用性和感知激励是用户交互学习行为的直接影响因素;感知易用性和感知激励显著影响感知有用性;用户特质、社会身份和服务内容显著影响感知激励和感知易用性,并通过它们影响用户交互学习行为;服务能力通过感知激励影响用户交互学习行为。

This study examines the influencing factors affecting user interactive learning behavior in academic library information commons. The model for user interactive learning behavior is proposed by extending the original Technology Acceptance Model. The test of the hypothesized relationships was carried out via structural equation modeling, combining the specific context of academic library information commons. The results show that： a） perceived usefulness, perceived ease of use, and perceived encouragement are the direct influencing factors; b） perceived ease of use and perceived en couragement can directly affect perceived usefulness; c） user characteristic, social identify, service content affects user in- teractive learning behavior via perceived encouragement and perceived ease of use; and d） service ability can affect user interactive learning behavior via perceived encouragement. 2 figs. 6 tabs. 62 refs.