Exploring the effect of the Gender and Age differences on the individual decision - making processes of intention to continue using Web-based Instruction
| Autor: | Ju-Yin Huang, 黃如瑩 |
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| Rok vydání: | 2003 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 91 As the explosive development of Internet technology, commercial competition has been transferred from brick-and-mortar market to the virtual one. Therefore, e-learning comes with the tide of fashion. In order to adapt to the environmental transition and to carry out lifetime learning, sustainable management of web-based instruction (WBI) is necessary. This study, based on the Decomposed Theory of Planned Behavior (DTPB), coordinates the Expectation-Confirmation Theory (ECT) to investigate the related factors that effect the WBI continuance. Furthermore, this paper investigated gender differences as well as age differences in the overlooked context of individual continuance intention of WBI. This study administered survey to students joining the “special education” program in National Kaohsiung Normal University. A total of 223 valid questionnaires were collected for data analysis. The results show that users’ continuance intention is determined by perceived controllability and satisfaction, which is in turn jointly determined by perceived usefulness, perceived risk and perceived playfulness. This study also indicates that the effect of subjective norm on satisfaction diminished to nonsignificant over time. Additional, on the part of the effect of moderating factors obtain the following six findings. First, female and older learners’ continuance intention were more strongly influenced by their Internet self-efficacy. Secondly, gender and age do not serve as moderating factors to the relationship between continuance intention and perceived controllability. Thirdly, gender and age do not serve as moderating factors between satisfaction and interpersonal influence, social influences, perceived risk respectively. Fourthly, male and younger learners’ satisfaction to WBI were more strongly influenced by their perceived usefulness. Fifthly, younger learners’ satisfaction to WBI were more strongly influenced by their perceived ease of use. Finally, older learners’ satisfaction were more strongly influenced by perceived playfulness. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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