享樂動機系統接受模型（Hedonic-Motivation System Adoption Model）在教育領域中學術應用

本期為大家介紹在教育等領域廣泛應用的理論模型——享樂動機系統接受模型（Hedonic-Motivation System Adoption Model）。

什麼是享樂動機系統接受模型？

享樂動機系統接受模型（Hedonic-Motivation System Adoption Model ，簡稱HMSAM）是由Paul Benjamin Lowry等人對HMS模型的豐富和完善。該模型進一步解釋如何滿足人們的內在動機。與一些模型不同的是，HMSAM並不是簡單地通過感知享受來表示內在動機，而是通過一些更加複雜的CA結構，主要包括喜悅、控制、好奇心、專注的投入和暫時的分離。變數包含：感知易用性、感知有用性、好奇心、快樂、控制、使用行為意向、沉浸。

模型圖：

模型出處：

Lowry, P. B., Gaskin, J., Twyman, N. W., Hammer, B., & Roberts, T. L.  (2013). Taking ‘fun and games’ seriously: Proposing the hedonic-motivation system adoption model (HMSAM). Journal of the Association for Information Systems, 14(11), 617–671.

模型變數:

1.    自變數：感知易用性 。

2.    中介變數：感知有用性、好奇心、快樂、控制。

3.    依變數：使用行為意向、沉浸。

享樂動機系統接受模型認為一個人做出某種行為受到以下要素影響：

◆好奇心(Curiosity)

定義：個人對使用一個系統的好奇程度。

EX：我會好奇手機支付是如何完成付款功能的。

◆快樂(Joy)

定義：個人對使用一個系統的愉悅程度。

EX：我認為用手機付款是有趣的。

◆控制(Control)

定義：個人對使用一個系統的控制程度。

EX：我認為我可以掌握手機支付系統的操控方式

◆使用行為意向(Behavior Intention to Use)

定義：個人意願去完成特定行為的可測量程度。

EX：我每週都會使用到手機支付。

◆沉浸(Immersion)

定義：個人在進行活動時完全投入情境當中。

EX：我每次玩手遊都覺得時間過的很快。

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本期，為大家推薦2篇享樂動機系統接受模型的英文期刊論文，觸類旁通，總有一篇啟發你的學術靈感！

The Adoption of Students’ Hedonic Motivation System Model to Gamified Learning Environment

Oluwajana, D., Vanduhe, V., Idowu, A., Nat, M. C., & Fadiya, S. O. (2019).

Journal of Theoretical and Applied Electronic Commerce Research, 14(3), 156-167.

Keywords: Educational technology, Gamified learning environment, Gamification, Hedonic motivation, Motivation, Learning outcomes

Abstract

The acceptance of gamified learning environment is rapidly becoming inevitable in educational learning environment. This gives a widespread popularity by deploying Gamification in to present day curriculum as part of a new educational technology tool. This study addresses perception and usage of gamified learning environment from hedonic motivation perspective through incorporating the Hedonic-Motivation System Adoption Model to Gamified Learning Environment. In this study, a model was developed and tested using a Structure Equation Modelling technique. The results show that perceived usefulness, perceived ease of use, enjoyment and control all have a significant positive relationship with behavioural intention of use and focused immersion which indicates that the acceptance of Gamified Learning Environment could serve as a new educational tool to expedite the improvement of pedagogical and instructional technology. Also, increases students’ motivation and engagement in learning. On the contrary, we also found a negative relationship exists between enjoyment and focused Immersion. Possible research on the effect of enjoyment on focused immersion in gamification could be another area of concentration. In this study, aside from the introduction, the literature explains the adoption of the gamified learning environment and the hedonic motivation model at the end, the analysis and interpretation of our methodology were discussed.

Augmented Reality in Innovating Pedagogy:Ethical Issues on Persuasive Technologies

TRAPERO, H. A. (2018).

Yang, J. C. et al. (Eds.), Proceedings of the 26th International Conference on Computers in Education. Philippines: Asia-Pacific Society for Computers in Education, 494- 499.

Keywords: Augmented Reality, Innovating Pedagogy, Ethical Issues, Persuasive Technologies, Mobile Technologies

Abstract

Augmented Reality (AR) is a technology that recognizes visual and auditory information to enhance the end users’ experience in a potentially powerful way. It is unquestionably here to stay. However, not all are avid supporters of AR, there are others who oppose it. This may be because of AR’s positive influences that caused people to believe and support it while there are also negative ones that drove others to scrutinize and even condemn it, especially when it comes to ethical concerns, which include persuasiveness and behavioral and physiological effects to students. This study was conducted to investigate persuasive technologies’ ability to change the attitudes and behavior of end users, especially in hedonic-motivation system acceptance, investigate if experience affects their behavior, and conduct ethical reflections based on utilitarian and deontological approaches. It was found out that perceived usefulness, curiosity, joy, and control are associated with perceived ease of use; however, all of these have no significant correlation with behavioral intention to use. It is one’s experience that greatly affects the latter. The positive and negative experiences encountered by the respondents were identified and served as the bases in assessing the utilitarian and deontological context of the use of AR apps in innovating pedagogy. Recommendations were then presented so as to improve the conduct of the study.