數位教學效能與使用意向的關係：專業信心和知識分享的中介作用

The Impacts of Digital Teaching Efficiency on Behavioral Intention of Use: The Mediations of Professional Confidence and Knowledge Sharing

本研究之目的在於探究幼兒教師對數位教學活動的數位教學效能、使用意向及影響因素，檢定專業信心和知識分享在此關係的中介作用。研究者經由文獻探討建立數位教學效能、使用意向、專業信心與知識分享等潛在構面，透過問卷調查蒐集樣本資料，利用結構方程模式考驗專業信心和知識分享在數位教學效能對使用意向關係的中介效果。研究結果指出，二因子中介模型具有不完全中介效果，顯示幼兒教師對數位教學活動的使用行為意圖，主要是受到數位教學效能與專業素養之形塑、幼兒教師對資訊科技專業應用信心，以及透過網路社群進行知識分享和資訊交流之態度，亦會影響其持續實踐幼兒數位教學活動的使用意向。

This study explores on the attitudes and influencing factors of preschool teachers’ digital teaching efficiency and their behavioral intention of use with digital teaching activities. The researchers tested the mediating variables of digital professional practical confidence and knowledge sharing of online interaction in this relationship. The study concerns about the latent factors of digital teaching efficiency, behavioral intention of use, professional confidence, and knowledge sharing from the basis of literature analysis. Through the employment of survey and structural equation model, the study tested hypothesis about the mediations of professional confidence and knowledge sharing on the relationship between digital teaching efficiency and behavioral intention of use for preschool teachers. The results indicated the two mediating constructs partial mediated in this relationship. Preschool teachers’ attitudes towards digital teaching efficiency and professional literacy played the important impacting role of their behavioral intention of use in digital teaching activities. Their perceptions of professional confidence of digital applications and knowledge sharing of communicative exchanging via online community partial influenced the behavioral intention of digital teaching activities for young children.