國小學生數位學習機會影響因素之研究： 以學生、家長與學校觀點探討

A Study on the Influential Factors of E-learning Opportunity for Elementary School Students: Perspectives from Students, Parents and Schools

本研究以中央研究院學術調查研究資料庫中「102年［2013年］學生數位學習及數位機會」的學生、家長、學校三方調查資料為基礎，整合建立「學校給予學生數位學習機會」對「家庭數位學習機會影響學生數位學習機會」階層線性模式，探討當中的影響；亦進一步於學生數位學習機會的不同分量下，探究影響因素的變化。結果 顯示：（1）數位級區對於學生數位學習機會影響力極大，原因可能是數位級區愈高的學校可提供的數位資源較多，學生接觸數位學習的機會亦較頻繁；（2）學生擁有的 設備愈齊全及對基本技能有一定素養，對其數位學習機會相對影響較大；（3）家長須留意學生的數位學習情形，防止因過度使用反而造成身心損害，學校亦應向學生加強宣導個人資料隱私的重要性；（4）學校應儘可能強化軟體與科技融入教學，期能消弭因數位級區造成的差距。

Based on the data from students， parents and schools of the 2013 Survey of Student Digital Ability and e-Learning Opportunity from the Academia Sinica’s Survey Research Data Archive， this article constructed a hierarchical linear model to analyze how students’ e-learning opportunity is related to the multilevel influence effects of school- and parent-level covariates. Quantile regression was also used to study different covariate effects at different quantile levels of student e-learning opportunity. Results indicate that: (1) Digital Level Area is a very important influential factor for students’ e-learning opportunity due to the reason that schools in higher Digital Level Area have more digital resources， and students are likely to have more opportunity for access to and frequent use of e-learning; (2) the more IT equipment or IT literacy students have can greatly affect their possession of e-learning opportunity; (3) parents should pay special attention to problems of their children resulting from overuse of e-learning resources which could cause harm to their children both mentally and physically; moreover， schools should widely promote the awareness of personal information security to students; (4) in order to eliminate the digital divide caused by Digital Level Area， schools need to strengthen the integration of software and information technology into instruction as far as possible.