以科技創新意識探討專業人員使用擴增實境職業技能訓練系統之意圖
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2025
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Abstract
隨著科技迅速發展，擴增實境已成為職業技能訓練中的創新教學工具，提供高度沉浸式及互動性的學習環境，提升學習效果與實務能力。儘管應用日益普及，專業人員對此技術的接受程度及行為意圖之相關研究仍顯不足。本研究基於科技接受模式與科技創新意識，探討科技創新意識如何影響專業人員使用擴增實境的行為意圖，並驗證科技創新意識、知覺可用性、知覺易用性與使用態度等變數之間的關聯性。 本研究採用自編問卷，針對71名專業人員進行調查，主要為職業重建人員與特殊教育教師。不同背景變項對各構面差異分析結果顯示，性別在科技創新意識(t=3.74, p<.001)、知覺可用性(t=2.18, p<.05)及使用態度(t=3.01, p<.01)上存在顯著差異。此外，經由路徑分析結果發現，科技創新意識對知覺可用性(β=.24, t=2.32. p<.05)、知覺易用性(β=.36, t=3.62. p<.001)具有顯著正向影響；知覺易用性對知覺可用性為顯著正向影響(β=.58, t=6.88. p<.001)；知覺可用性對使用態度(β=.54, t=6.82. p<.001)及知覺易用性對使用態度(β=.42, t=5.12. p<.001)亦呈現顯著影響；使用態度對行為意圖為顯著正向影響(β=.83, t=20.30. p<.001)。本研究整體模型顯示，科技創新意識為外部變項，直接影響知覺可用性與知覺易用性，並間接影響使用態度與行為意圖，且對行為意圖的預測力達69%。
本研究的發現指出，提升專業人員的科技創新意識，對於推動擴增實境在職業技能訓練中的應用具有積極作用。未來的研究應進一步探討其他可能影響專業人員行為意圖的潛在因素，諸如職業背景、科技操作經驗與教育訓練資源等，並基於實務需求，提供具體的應用建議，以促進擴增實境在更多領域的有效運用。
With the rapid advancement of technology, augmented reality (AR) has become an innovative tool in vocational skill training, offering immersive and interactive learning environments to enhance outcomes and practical skills. However, research on professionals’ behavioral intentions (BI) toward AR remains limited. This study, grounded in the Technology Acceptance Model (TAM) and technology innovativeness (TI), examines how TI influences BI and explores the relationships among TI, perceived usefulness (PU), perceived ease of use (PEOU), and attitudes toward use (AT). A survey of 71 professionals revealed significant gender differences in TI (t=3.74, p<.001), PU (t=2.18, p<.05), and AT (t=3.01, p<.01). The results of path analysis indicated that TI positively influenced PU (β=.24, t=2.32, p<.05) and PEOU (β=.36, t=3.62, p<.001). PEOU significantly affected PU (β=.58, t=6.88, p<.001), while both PU (β=.54, t=6.82, p<.001) and PEOU (β=.42, t=5.12, p<.001) influenced AT. AT, in turn, had a strong positive effect on BI (β=.83, t=20.30, p<.001). The model explained 69% of the variance in BI, showing that TI indirectly affects BI via PU, PEOU, andAT. The results highlight the importance of enhancing professionals’ TI to drive AR adoption in vocational training. Future research should investigate additional factors influencing BI, such as professional background, technological experience, and training resources, to facilitate broader AR applications.
With the rapid advancement of technology, augmented reality (AR) has become an innovative tool in vocational skill training, offering immersive and interactive learning environments to enhance outcomes and practical skills. However, research on professionals’ behavioral intentions (BI) toward AR remains limited. This study, grounded in the Technology Acceptance Model (TAM) and technology innovativeness (TI), examines how TI influences BI and explores the relationships among TI, perceived usefulness (PU), perceived ease of use (PEOU), and attitudes toward use (AT). A survey of 71 professionals revealed significant gender differences in TI (t=3.74, p<.001), PU (t=2.18, p<.05), and AT (t=3.01, p<.01). The results of path analysis indicated that TI positively influenced PU (β=.24, t=2.32, p<.05) and PEOU (β=.36, t=3.62, p<.001). PEOU significantly affected PU (β=.58, t=6.88, p<.001), while both PU (β=.54, t=6.82, p<.001) and PEOU (β=.42, t=5.12, p<.001) influenced AT. AT, in turn, had a strong positive effect on BI (β=.83, t=20.30, p<.001). The model explained 69% of the variance in BI, showing that TI indirectly affects BI via PU, PEOU, andAT. The results highlight the importance of enhancing professionals’ TI to drive AR adoption in vocational training. Future research should investigate additional factors influencing BI, such as professional background, technological experience, and training resources, to facilitate broader AR applications.
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Keywords
科技創新意識, 擴增實境, 科技接受模式, 行為意圖, 職業技能訓練, Technological Innovativeness, Augmented Reality, Technology Acceptance Model, Behavioral Intention, Vocational Skills Training