高齡者運用社群媒體於微學習的影響因素與學習滿意度關係之探討
賴弘基、王瀞苡
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中文摘要 本研究旨在發展一個研究測量模型，探討高齡者運用社群媒體於微學習的影響因素之認知程度，以及了解高齡者運用社交媒體於微學習之影響因素和學習滿意度的關係。本研究問卷設計主要依據延伸性科技接受模式發展而來，研究對象為樂齡學習中心的學員，共計回收262份有效問卷。問卷包含個人背景資料與九個構面，分別是：網路自我效能、主觀規範、認知有用性、認知易用性、使用態度、使用意圖、學習者間互動、學習者教師互動及學習滿意度。本研究採用偏最小平方法進行結構方程模型的驗證。研究結果發現，主觀規範最能預測高齡者運用社群媒體於微學習之認知有用性；網路自我效能是影響認知易用性的最重要因素；認知易用性最能預測高齡者使用社交媒體進行微學習的使用態度。高齡者使用社交媒體進行微學習的使用態度會對其使用意圖產生顯著影響。此外，路徑分析係數顯示，高齡者的行為意圖是影響學習滿意度的關鍵因素，其次是學習者教師之互動。根據資料分析結果，本研究提出三點建議給高齡教育單位在導入社群媒體於教學設計的參考，分別是；社群媒體可做為學習的輔助平台，內容的分享可採用微學習設計的概念、強化高齡學員使用社群媒體的能力，將社群媒體做為知識取得與學習內容管理的工具，以及教師要多與學習者在社群媒體上互動，以提升樂齡學員的學習滿意度。
關鍵字：高齡學習、社群媒體、微學習、延伸性科技接受模式
文章建立時間：2025-02-25
引用格式(APA)：
賴弘基、王瀞苡(2025)。 高齡者運用社群媒體於微學習的影響因素與學習滿意度關係之探討。
福祉科技與服務管理學刊， 13(1)， 1-16。
Investigating the relationship between Factors Affecting the Use of Social Media for Microlearning and Learning Satisfaction of Older Adults
Lai, H.-J., Wang, C.-Y.
English Abstract The purpose of this study was to develop a research measurement model to investigate the factors influencing older adults’ perceptions when using social media for microlearning, as well as to understand the relationship between these factors and learning satisfaction. The questionnaire for this study was primarily designed based on the extended Technology Acceptance Model (TAM), and the research subjects were participants from active learning centers, yielding a total of 262 valid responses. The questionnaire consists of demographic information and nine dimensions: internet self-efficacy, subjective norms, perceived usefulness, perceived ease of use, attitude towards use, intention to use, learner-to-learner interaction, learner-to-teacher interaction, and learning satisfaction. The study employed Partial Least Squares Structural Equation Modeling (PLS-SEM) for model estimation. The results indicated that subjective norms are the strongest predictor of perceived usefulness of social media for microlearning among older adults. Internet self-efficacy is identified as the most significant factor affecting perceived ease of use. Perceived ease of use is the strongest predictor of the attitude towards using social media for microlearning among older adults. The attitude towards using social media for microlearning has a significant impact on their intention to use it. Additionally, the path analysis coefficients show that behavioral intention is the key factor influencing learning satisfaction, followed by learner-to-teacher interaction. Based on the data analysis, the study provides three recommendations for senior education institutions when integrating social media into instructional design: (1) Social media can be utilized as a supplementary learning platform, and content sharing can be designed using the concept of microlearning; (2) Enhance the ability of older learners to use social media as a tool for knowledge acquisition and content management; (3) Teachers should engage more with learners on social media to improve learning satisfaction among older adults.Keywords：elderly learning, social media, microlearning, extended technology acceptance model