任務科技配適模型(Task-Technology fit 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——任務科技配適模型(Task-Technology fit model)。

什麼是任務科技配適模型？

Goodhue and Thompson (1995)提出了任務科技配適模式 (TTF)，認為資訊系統之成功與否，應視資訊系統之功能可否契合使用者之任務需求。若資訊系統提供有效支援，將可增進使用率，並提昇使用者之工作績效。任務特徵、科技特徵等層面為會影響任務科技配適度的前置因子。而任務科技配適模式可以正面影響使用者的個人績效與容易被使用者所實際使用。

模型圖：

模型出處：

Goodhue, D. L., & Thompson, R. L. (1995). Task-technology fit and individual performance. MIS Quarterly, 19(2), 213-236.

模型變數:

1.    自變數：任務特徵、科技特徵。

2.    中介變數：任務科技配適。

3.    依變數：績效影響、實際使用。

任務科技配適模型認為一個人做出某種行為受到以下要素影響：

◆任務特徵(Task Characteristics)

定義：能夠促使使用者加重對資訊科技倚賴的某些觀念。

EX：我需要儘快查詢到我想要的高鐵班次。

◆科技特徵(Technology Characteristics)

定義：科技是指個人用以完成任務所使用的工具。

EX：高鐵的APP可以提供快速蒐尋班次的功能。

◆績效影響(Performance Impacts)

定義：當有高的任務－科技適配度時會直接影響績效的提昇。

EX：我因為使用高鐵APP而提高蒐尋高鐵班次的效率。

◆任務科技配適(Task technology fit theory)

定義：所要達到的任務與所使用的科技是否配適。

EX：我認為使用高鐵APP是查找高鐵班次的好工具。

◆實際使用(Utilization)

定義：有高的任務科技適配度會使得使用率上昇。

EX：我會實際使用高鐵APP。

文章推薦

本期，為大家推薦2篇應用任務科技配適模型的英文論文，觸類旁通，總有一篇啟發你的學術靈感！

The Impact of Experience and Technology Change on Task-Technology Fit of a Collaborative Technology

Iversen, Jakob H., & Eierman, Michael A. (2018)

Journal of Education and Learning, 7(3), 56-75.

Keywords: Collaboration, Collaborative writing, E-collaboration, Wiki, Word processing, Google Docs, Office Live, Office 365, Task-technology fit (TTF), Technology acceptance model (TAM)

Abstract: This study continues a long running effort to examine collaborative writing and editing tools and the factors that impact Task-Technology Fit and Technology Acceptance. Previous studies found that MS Word/email performed better than technologies such as Twiki, Google Docs, and Office Live. The current study seeks to examine specifically the impact of experience on these outcomes. Fortuitously, during the course of the study, Office Live was redesigned and renamed as Office 365, thus also allowing the examination of tool characteristics. In contrast to previous studies, Google Docs and Office 365 now performed significantly better than MS Word/email on the outcome measures despite users having significantly more experience with the latter. We speculate that as users gain experience with tools that perform the collaborative writing and editing task differently than did past tools, they perceive that the old technology no longer fits the task as well and thus it performs lower on outcome measures. We also observed that even though the Word/email technology did not change during the time of the study, its scores went down, possibly due to users' experience with newer technologies more suited to the task.

Searching for New Answers: The Application of Task-Technology Fit to E-Textbook Usage

Gerhart, N. P., Daniel A., & Prybutok, V. R.(2015)

Decision Sciences Journal of Innovative Education, 13(1), 91-111.

Keywords: Academic Areas, Content Areas, Pedagogical Approaches

Abstract: Students have been slow to adopt e-textbooks even though they are often less expensive than traditional textbooks. Prior e-textbook research has focused on adoption behavior, with little research to date on how students perceive e-textbooks fitting their needs. This work builds upon Task-Technology Fit (TTF) and Consumer Acceptance and Use of Technology (UTAUT2) theory to present a student-perspective model of e-textbook usage. By contextualizing TTF and UTAUT2 to e-textbooks, the research fills a gap in the literature and provides guidance to researchers and practitioners. The goal of the research is to understand how students perceive their task of learning to fit with e-textbook technology, and how that fit influences e-textbook usage and expected performance in their classes. To achieve this goal, the research develops a model to test the relationship between perceived TTF of e-textbooks and UTAUT2-defined user characteristics that encourage adoption behaviors, thus facilitating student learning. The findings show that four factors impact a student's perceived TTF: substitution, habit, hedonic motivation, and facilitating conditions. Furthermore, perceived TTF positively correlates with students' e-textbook usage and expected performance in classes when using e-textbooks. While price value exhibits a measurable effect on e-textbook utilization, it is a minor factor.