基于TAM模型的大学生接受在移动学习环境下学习数学的影响因素研究
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摘要
为了研究大学生接受在移动环境下学习数学的影响因素,本文基于技术接受模型(TAM)构建在移动学习环境下学习数学的接受度模型,综合使用SPSS 20和AMOS 24对问卷调查数据进行分析,并对结构方程模型进行求解。得出并分析感知有用、感知易用、主观意愿、创新观念、自我学习态度、学习资源、感知成本和沉浸体验这八个因素对借助移动学习进行数学学习的行为意向的影响路径,并提出为了提升大学生在移动学习环境下学习数学的接受度应优化学习资源、降低学习成本、优化软件并且注重主观意愿等建议。
In order to study the influencing factors of college students' learning mathematics in the mobile environment, this paper builds an acceptance model of learning mathematics in the mobile learning environment based on the technology acceptance model(TAM), and uses SPSS 20 and AMOS 24 to analyze the questionnaire data. Solve the structural equation model.The paper analyzes and analyzes the influence paths of eight factors, namely perceived usefulness, perceived ease of use, subjective will, innovative ideas, self-learning attitude, learning resources, perceived cost and immersive experience, on the behavioral intention of mathematics learning through mobile learning, and proposes Improving the acceptance of mathematics in the mobile learning environment should optimize learning resources, reduce learning costs, optimize software, and focus on subjective willingness.
In order to study the influencing factors of college students' learning mathematics in the mobile environment, this paper builds an acceptance model of learning mathematics in the mobile learning environment based on the technology acceptance model(TAM), and uses SPSS 20 and AMOS 24 to analyze the questionnaire data. Solve the structural equation model.The paper analyzes and analyzes the influence paths of eight factors, namely perceived usefulness, perceived ease of use, subjective will, innovative ideas, self-learning attitude, learning resources, perceived cost and immersive experience, on the behavioral intention of mathematics learning through mobile learning, and proposes Improving the acceptance of mathematics in the mobile learning environment should optimize learning resources, reduce learning costs, optimize software, and focus on subjective willingness.
引文
[1]张刚要,安涛.基于TAM的高校网络课程接受度影响因素研究[J].中国电化教育,2015(05):73-77.
[2]苏文博.基于TAM模型下的大学生移动学习行为意向的影响因素研究[J].山西农经,2017(07):117-120.
[3]张英英.基于微信的大学生移动学习现状和影响因素研究[D].曲阜师范大学,2016.
[4]缪红燕,刘相臣,吴祥辉.TAM模型视野下大学生移动学习行为的调查研究——以江苏省某高校为例[J].学术探索,2014(02):76-79.
[5]方绮雯,刘振球,袁黄波,蔡宁,何纳,张铁军.结构方程模型的构建及AMOS软件实现[J].中国卫生统计,2018.35(06):958-960.
[2]苏文博.基于TAM模型下的大学生移动学习行为意向的影响因素研究[J].山西农经,2017(07):117-120.
[3]张英英.基于微信的大学生移动学习现状和影响因素研究[D].曲阜师范大学,2016.
[4]缪红燕,刘相臣,吴祥辉.TAM模型视野下大学生移动学习行为的调查研究——以江苏省某高校为例[J].学术探索,2014(02):76-79.
[5]方绮雯,刘振球,袁黄波,蔡宁,何纳,张铁军.结构方程模型的构建及AMOS软件实现[J].中国卫生统计,2018.35(06):958-960.