基于TAM的网络在线学习满意度驱动因素识别实证研究

Empirical Research on Methods of Identification for the Driving Factors of Satisfaction of E-learning

以技术接受模型(TAM)为研究架构,运用随机抽样法和问卷调查法,共发放340份预测问卷,对样本进行接受量表调查,并借助SPSS24.0分析软件对问卷数据进行二次回归分析,探讨网络在线学习感知满意度情况,以及行为态度、感知有用性、感知易用性、行为意向对感知满意度的影响。结果显示在线学习感知有用性、感知易用性、态度、行为意向对在线学习感知满意度呈正显著效应;在线学习行为意向在感知有用性、易用性、态度和满意度之间起部分中介作用。由此可见,在线学习态度、感知有用性、易用性能够通过行为意向正向影响在线学习满意度,而男女性别对上述变量观点无显著差异。

Taking the technology acceptance model(TAM)as the research architecture,the paper conducts an analysis of the sense of satisfaction of E-learning,the influence on the sense of satisfaction of behavior attitude,perceived usefulness,perceived ease of use and behavior intention.A random sample of 340 questionnaires was distributed,and a second regression analysis was conducted using SPSS24.0.Results show that E- learning perceived usefulness,perceived ease of use,attitude and behavioral intention have positive effect on E-learning perception satisfaction.E-learning behavioral intention plays a role of intermediary between perceived usefulness,ease of use,attitude and satisfaction. Attitude,perceived usefulness and usability can influence E-learning satisfaction through behavioral intention.The gender has no significant difference on the mentioned variables.