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系統識別號 U0026-0708201212502700
論文名稱(中文) 寬頻普及服務於偏鄉地區學生網際網路之使用分析
論文名稱(英文) Internet Usage Analysis of Rural Areas Students over Broadband Universal Service
校院名稱 成功大學
系所名稱(中) 電信管理研究所
系所名稱(英) Institute of Telecommunications and Management
學年度 100
學期 2
出版年 101
研究生(中文) 歐思吟
研究生(英文) Ssu-Yin Ou
學號 r96991066
學位類別 碩士
語文別 英文
論文頁數 96頁
口試委員 指導教授-黃光渠
口試委員-蔡東峻
口試委員-周韻采
中文關鍵字 普及服務  寬頻  結構方程模式 
英文關鍵字 Universal service  broadband  Structural Equation Modeling (SEM) 
學科別分類
中文摘要 儘管台灣在資訊科技領域的表現十分出包,但仍然存在著城鄉間數位落差的問題。而資訊科技和資訊教育資源在城鄉間的分佈不均也擴大了數位落差的現象。因此,國家通訊傳播委員會(NCC)於2007年指定第一類電信事業於特定村里提供數據通信接取普及服務,以達到「村村有寬頻」的政策目標。
2007到2009年間,在NCC及普及服務提供業者(中華電信股份有限公司、台灣固網股份有限公司)的努力之下,一共在全台147個特定偏遠地區完成寬頻網路建置。但截至2011年四月,在這147個特定偏遠地區的平均寬頻申裝率約為25%,以此情況看來,此政策目前推動的成效並不如預期。
本研究根據偏遠地區學生族群家中是否可接取網路的狀況,來探討是否有任何顯著的人口統計因素與潛在變數會影響寬頻普及服務的成效,及偏遠地區的網路使用情形。
因此,本研究使用t-test,與結構方程模式(SEM)來分析此研究資料。而研究結果發現家中能接取網路與家中不能接取網路的學生在知覺易用性、知覺有用性、知覺娛樂性和網路帳號的數量上有顯著性的差異。而知覺娛樂性在偏遠地區學生中對於網路使用意圖有最顯著的影響。本研究提供一些建議給NCC以加強寬頻普及服務的效果,同時也減小台灣的數位落差現象。
英文摘要 Although Taiwan’s performance in information technology is amazing, there are digital divide problems between urban and rural areas. The distributions of information technology and learning resources have been unequal in urban and rural areas. In addition, it exaggerates the digital divide phenomenon. Therefore, the National Communications Commission (NCC) has assigned type I telecommunications carriers to provide universal services of Internet access for unprofitable areas since 2007, to realize the policy objectives of "broadband to every village."
From 2007 to 2009, the NCC and universal service providers (Chunghwa Telecom, Taiwan Fixed Network Co., Ltd.) had deployed broadband infrastructure over 147 villages in Taiwan. However, the average broadband adoption rate was about 25% of these 147 tribes until April 2011. It seemed that "broadband to every village," is not as effective as expected.
According to students can access Internet at home or not, this study figures out any significant demographic factors and potential variables that influence the effectiveness of broadband universal service and Internet usage status in rural areas.
Therefore, this study adopts t-test and Structural Equation Modeling (SEM) to analyze survey data. The results discover that there are significant differences in perceived ease of use, perceived usefulness, perceived playfulness and the number of Internet accounts between students have and don’t have Internet access at home. Perceived playfulness has a significant impact on the intention to use the Internet for rural areas students. This research offers policy implications for the NCC to enhance efficiency of broadband universal service, and to reduce the gap of digital divide.
論文目次 Abstract I
摘要 II
Chapter 1 Introduction 1
1.1. Background 1
1.2. Motivation 4
1.3. Objectives 6
1.4. Research Structure 6
Chapter 2 Literature Review 8
2.1. The concept and development of universal service 8
2.2. The literature review of broadband subscription rate 10
2.3. Technology Acceptance Model (TAM) 13
2.4. The literature review of students’ technology acceptance 17
Chapter 3 Research Method 23
3.1. Research Model and Hypotheses 23
3.2. Operational Definition and Construct Measurement 26
3.3. Questionnaire Design 31
3.4. Data Collection and Sampling 32
3.4.1 The scope of the study 32
3.4.2 The object of the study 32
3.4.3 Sampling Method 33
3.5. Data Analysis Method 33
3.5.1 Descriptive Statistics Analysis 33
3.5.2 T-test 33
3.5.3 Reliability Analysis 34
3.5.4 Validity Analysis 34
3.5.5 Structural Equation Modeling (SEM) 35
3.5.6 Pre-test Analysis 35
Chapter 4 Empirical Results 38
4.1 Data Collection 38
4.2 Characteristics of Respondents 38
4.3 Reliability Analysis 40
4.4 Comparison Analysis 41
4.4.1 Comparison of Demographic Characteristics 41
4.4.2 Comparison of Knowledge and Understanding of Broadband Universal Service 43
4.4.3 Comparison of Internet Experience 46
4.4.4 Comparison of Factors Influence Rural Areas Students’ Use of Internet 50
4.5 Validity Analysis 53
4.5.1 Confirmatory Factor Analysis (CFA) 53
4.5.2 Convergent Validity 54
4.5.3 Discriminant Validity 55
4.6 SEM Analysis 56
4.6.1 Establish SEM Model 56
4.6.2 The Results of SEM Analysis 58
4.6.3 Discussion 60
Chapter 5 Conclusion and Suggestions 63
5.1 Research Conclusion 63
5.2 Policy implications 64
5.3 Limitations 64
References 66

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