ABSTRACT

With the increased popularity of mobile learning, there is a growing demand on the understanding of how the scalable technology, such as mobile devices, influences individual learning behaviours as well as their learning outcome. A theoretical model was built based on the adaptive structuration theory (AST) and the knowledge spiral theory. Using this model, we examined the relationship between structural sources, individuals’ adaptive structural behaviours, and their perceived learning. A Structural Equation Modeling method was employed in our empirical study. Findings indicate that users’ task adaptation had a positive influence on their perceived learning, In addition, their exploitive technology adaptation influenced the ultimate perceived learning, but the impact of users’ exploratory technology adaptation on learning was mediated by their task adaptation. Contrary to expectations, the effect of computer self-efficacy on exploitive and exploratory technology adaptation was negative, and exploratory technology adaptation negatively affected exploitive task adaptation. A detailed discussion of the findings and implications are provided in this paper.

摘要

随着移动学习的日益普及，人们越来越需要了解移动设备等可扩展技术如何影响个人学习行为及其学习成果。基于自适应结构化理论（AST）和知识螺旋理论建立了理论模型。使用这个模型，我们检查了结构来源、个体适应性结构行为和他们感知到的学习之间的关系。我们的实证研究采用了结构方程建模方法。研究结果表明，用户的任务适应对其感知学习有积极的影响，此外，他们的开发性技术适应影响了最终的感知学习，但是用户的探索性技术适应对学习的影响是由他们的任务适应来调节的。与预期相反，计算机自我效能对开发性和探索性技术适应的影响是负面的，而探索性技术适应对开发性任务适应产生负面影响。本文详细讨论了这些发现和影响。