國家文化差異對 Mobile Learning 使用意圖之研究-以整合性科技接受模型探討德國和臺灣使用者對 Duolingo app 之使用意願

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研究生：	董心瑀 Hsin-Yu, Tung
論文名稱：	國家文化差異對 Mobile Learning 使用意圖之研究-以整合性科技接受模型探討德國和臺灣使用者對 Duolingo app 之使用意願 The Cultural Differences of Behavioral Intention on Mobile Learning-An Analysis Based on UTAUT Model Between Taiwan and Germany Users on Duolingo App
指導教授：	欒斌 Pin Luarn Ralf Dillerup Ralf Dillerup
口試委員:	欒斌 Pin Luarn 張光第 Gordon Chang Ralf Dillerup Ralf Dillerup
學位類別：	碩士 Master
系所名稱：	管理學院 - 企業管理系 Department of Business Administration
論文出版年：	2020
畢業學年度：	108
語文別：	英文
論文頁數：	87
中文關鍵詞：	國家文化差異、整合性科技接受模型、行動學習、Duolingo 、權力距離、男性/女性主義、個人/集體主義、使用意圖
外文關鍵詞：	Unified Theory Acceptance and Use of Technology model, UTAUT model, Duolingo, masculinity/femininity, individualism/collectivism
相關次數：	點閱：388 下載：0
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隨著全球資訊技術和智慧型手機的蓬勃發展，行動學習的相關體驗不僅在教育組織機構中得到了廣泛使用，在中小型企業的培訓計劃中也佔了一席重要的地位。本研究針對行動學習此特定領域進行深度專研，了解基於整合性科技接受模型 (UTAUT model)的架構下，不同國家的行動學習 app(Duolingo app)使用者之使用意圖差異。
除了以整合性科技模型為基礎研究架構以外，本研究還加入了知覺玩趣性、安全及隱私風險、自我學習管理和手機依賴性來探討其對行動學習 app 使用者的使用意圖。同時也透過國家文化差異變數:權力距離、個人主義和男性主義來觀察其調節效果。
這項研究共收集了來自德國和台灣的 292 份有效網路問卷，並透過 SPSS 第 25 版統計軟體進行假說驗證，研究結果發現:(1)績效預期、心力耗費預期、社會影響和知覺玩趣性對行動學習 app 使用者的使用意圖有正向顯著影響。(2)權力距離僅對知覺玩趣性和安全及隱私風險具有調節作用;個人主義對心力耗費預期和社會影響具有調節作用;男性主義也對心力耗費預期和社會影響具有調節作用。(3)比較德國和臺灣此兩個國家，德國的績效預期、心力耗費預期和社會影響對使用者的使用意圖比台灣來的影響更大。但是在台灣，知覺玩趣性對使用者的行動學習 app 使用意圖的影響要比德國高。最後，本研究針對分析結果提出建議，希望能提供行動 app 開發業者與教育工作者在行銷規劃與策略擬定上之參考依據。

As global information technology and smartphones continue to evolve, the mobile learning experience has not only widely use in educational organizations, but also training programs at small and midsize businesses. This study gives a systematic review on Mobile Learning within the specific area, and an understanding of the differences between m- learning app (Duolingo) user’s behavioral intention based on Unified Theory Acceptance and Use of Technology (UTAUT) model.
In addition to adopted the UTAUT model as a primary theoretical framework, this study also adds in four constructs such as Perceived Playfulness, Security and Privacy, Self- management of Learning, and Mobile Phone Dependence to explore the user's intentions for using m-learning app. At the same time observe the moderating effect through cultural differences variables: Power Distance, Individualism, and Masculinity.
This research collected a total of 292 valid questionnaires from Germany and Taiwan. The hypotheses were tested by SPSS statistical software version 25. The results found out that: (1). Performance expectancy, effort expectancy, social influence, and perceived playfulness has a positive effect on behavioral intention to use m-learning app, but self- management of learning, security and privacy, and mobile phone dependence have not reached significant. (2). Power distance only has the moderating effect with the variables of perceived playfulness and security privacy; individualism has the moderating effect with the variables of effort expectancy and social influence; masculinity also has the moderating effect with the variables of effort expectancy and social influence. (3) Comparing the two countries, performance expectancy, effort expectancy, and social influence on behavioral intention in Germany has a greater impact than in Taiwan. But the effects of perceived playfulness on behavioral intention in Taiwan is higher than in Germany. At last, the implications of the results are discussed.

Contents
摘要 ......................................................................................................................................... i Abstract.................................................................................................................................. ii Acknowledgements ...............................................................................................................iii Contents of Figures .............................................................................................................. vi Contents of Table .................................................................................................................vii
Introduction................................................................................................................... 1
1 Research Background and Motivation ............................................................ 1
2 Research Purpose ........................................................................................... 3
3 Research steps and processes ....................................................................... 4
Literature Review ......................................................................................................... 5
1 Mobile Learning ............................................................................................... 5
1.1 Definition of Mobile Learning ................................................................... 5
1.2 Duolingo ................................................................................................... 7
2 National Cultures ............................................................................................. 9
2.1 Hofstede Five Dimension of National Culture.......................................... 9
2.2 Cultural Differences Between Germany And Taiwan ............................ 11
3 Unified Theory of Acceptance and Use of Technology ................................13
3.1 TAM ........................................................................................................ 13
3.2 TAM2 ...................................................................................................... 14
3.3 UTAUT Model......................................................................................... 14
4 Perceived Playfulness ................................................................................... 18
5 Self-management of Learning ....................................................................... 18
6 Security and Privacy ...................................................................................... 19
7 Mobile Phone Dependence ........................................................................... 19
Methodology ............................................................................................................... 20
1 Research Structure........................................................................................ 20
2 Hypothesis ..................................................................................................... 21
3 Variables Statement and Operational Definition ........................................... 26
4 Participants and Questionnaire Design......................................................... 32
4.1 Participants............................................................................................. 32
4.2 Questionnaire Design............................................................................. 32
5 Pretest Analysis.............................................................................................36
5.1 Pretest Reliability Test ........................................................................... 36
5.2 Pretest Validity Test ............................................................................... 38
6 Data Analysis Methods.................................................................................. 38
Data Analysis Results ................................................................................................ 40
1 Descriptive Analysis ...................................................................................... 40
2 Reliability and Validity Analysis.....................................................................42
2.1 Reliability Analysis.................................................................................. 42
2.2 Validity Analysis ..................................................................................... 44
3 Correlation Analysis....................................................................................... 45
4 Regression Analysis ...................................................................................... 46
5 Hierarchical Analysis ..................................................................................... 48
6 Comparison of Hierarchical Analysis Between Taiwan and Germany ......... 52
Conclusions and Suggestions ................................................................................... 54
1 Discussion ..................................................................................................... 54
1.1 Factors affect users' behavioral intention use of the m-learning app.... 54
1.2 Moderating Effect of Culture on UTAUT Model.....................................55
1.3 Comparison of Germany and Taiwan....................................................59
1.4 Culture Differences of Germany and Taiwan Nowadays ...................... 60
2 Implications of The Results ........................................................................... 62
3 Limitations...................................................................................................... 63
4 Research Contribution and Future Recommendation .................................. 63
Reference ............................................................................................................................ 64 Appendix 1: English Questionnaire ..................................................................................... 69 Appendix 2: German Questionnaire.................................................................................... 74 Appendix 3: Mandarin Questionnaire.................................................................................. 80
                                

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