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近年來，科技快速發展促成學習模式多元化以及行動學習之發展。根據國內外期刊文獻之分析，應用行動學習之研究甚少聚焦於技職教育，故本研究以技術型高中設計相關類科學生為對象，旨在探討學生對於「印刷設計課程」行動學習app輔助學習之接受程度，並檢視其與學生之自我調整學習和學習自我效能兩者間的相關性。本研究採PLS-SEM進行資料分析與模型驗證，結果發現：一、「印刷設計課程」行動學習app之知覺有用性和使用態度，皆與學生之使用意願呈顯著正相關，顯示學生對於行動學習app具有一定之接受度；二、行動學習app之知覺有用性和使用態度與學生的自我調整學習具顯著正相關，顯示學生對於行動學習app之知覺有用性和使用態度具有相當程度之關係。行動學習app之知覺易用性與學生的自我調整學習具負相關，顯示學生對於行動學習app之知覺易用性程度提高，自我調整學習程度可能降低，而行動學習app之使用意願與學生的自我調整學習則不具正相關，顯示學生對於行動學習app之使用意願與其自我調整學習未必有相關程度之影響；三、行動學習app使用意願對於學生的學習自我效能具顯著正相關，顯示行動學習app使用意願對於學生的學習自我效能具一定程度之影響。 Purpose This study investigated (1) the perceptions and attitudes of students toward a mobile learning app for a printing design course based on the technology acceptance model, (2) how the mobile learning app influences learning self-efficacy, and (3) whether self-regulated learning (SRL) affects intention to use the mobile learning app. Hypothesis According to the technology acceptance model, behavioral intention drives individuals to adopt technology. Behavioral intention is influenced by the attitude toward using technology. The perception of the usefulness and ease-of-use of new technology also influences an individual’s decision on how and when to use the technology. SRL is the capacity to understand and manage one’s own learning environment. Individuals with greater SRL may be more inclined to use mobile learning apps to enhance their learning experience and increase their self-learning efficacy. Therefore, this study integrated SRL as one of the factors that could influence behavioral intention to use the new mobile learning app. This study proposed five hypotheses to examine how various factors influence the willingness to use the mobile learning app and how the factors affect learning self-efficacy. The five hypotheses are as follows: H1: SRL positively influences intention to use the learning app among students. H2: Perceived ease-of-use positively influences SRL among students. H3: Perceived usefulness positively influences SRL among students. H4: Attitude toward using positively influences SRL among students. H5: Behavioral intention positively influences learning self-efficacy among students. Design/Method/Approach This study recruited 34 secondary-year students from a vocational high school in Taipei who were enrolled in an 18-week “practicum of printing design” course. The primary learning objective of the course was to learn how to make a photographic album by hand. The course has two main sections and was held for two hours every week. To assess the effect of app-aided learning, the researchers chose the first segment, which comprised essential knowledge of designing, printing, and binding. The research team first gained permission from the teacher of the course to integrate app learning into his lecturing lessons. In the first week, one member of the research team obtained consent from students, introduced the app, and assisted students download it. Over the next 2-9 weeks, the students used the app in class while the researcher conducted classroom observations. At the beginning of each class, the teacher explained the learning goals for each day, asked students to use the app for 10-15 min, and then held a question-and-answer session to facilitate comprehensive understanding of the learning contents. The teacher encouraged students to watch videos on the app that were related to the course content. In week 10, the researcher used a self-developed questionnaire to conduct a survey. The questionnaire had six sections: learning self-efficacy, SRL, perceived usefulness, perceived ease-of-use, attitude toward learning, and behavioral intention. Factor analysis was performed to examine validity, and items with a factor loading of .5. The variance inflation factor was < .5 for all constructs. The questionnaire has favorable reliability and validity. The R 2 value was used to examine the explanatory power of the model, and the Q 2 value was used to validate the precision of model. The R 2 values were 75% for behavior intention and 53% for SRL. The Q 2 values for behavioral intention and SRL were > .50. These results indicate that both perceived usefulness and attitude toward using could explain 75% of the variance in behavioral intention and 53% of the variance in SRL. Perceived usefulness and attitude toward using also had a significant ability to predict behavioral intention and SRL (both Q 2 values > .50). R 2 and Q 2 values for perceived usefulness were 41% and .29, indicating that perceived ease-of-use could explain 41% of the variance in perceived usefulness. Attitude toward using had a lower Q 2 value (.18), indicating that attitude toward using the mobile learning app has a weak effect on behavioral intention. Path coefficients are the essential measures for assessing the structural model. H3 (β = .63, p < .05), H4 (β = .38, p < .05), and H5 (β = .60, p < .05) were supported. H1 (β = −.004, p < .05) and H2 (β = −.23, p < .05) were not supported. These findings indicate that perceived usefulness and attitude toward using positively influenced SRL, whereas perceived ease-of-use did not affect SRL. Perceived usefulness also positively influenced behavioral intention. Conclusions and Suggestions (1) This study integrated SRL with the technology acceptance model and found that perceived usefulness and attitude toward using were the main factors affecting SRL. Research has demonstrated that students with greater SRL are more likely to proactively facilitate their own learning (behavioral intention); however, the results of our study do not support this finding. Although mobile phones are commonly used, the students in this study seem to not treat mobile phones as a learning tool. Students use mobile phones for social connections and entertainment rather than for learning. Consequently, their perception of the usefulness of the mobile learning app for learning and their intention to use it were low. Teachers must first explain the function of the mobile learning app and highlight its benefits to encourage students to use it. In addition, perceived ease-of-use did not significantly affect the adoption of the mobile learning app among students. Given that mobile phones are common, their ease-of-use and that of mobile phone apps are not usually an issue. Among students, the perceived usefulness of a mobile phone app has a greater influence on behavioral intention than perceived ease-of-use. (2) Perceived of ease-of-use positively influenced perceived usefulness. Perceived usefulness positively influenced behavioral intention, and behavioral intention positively influenced learning self-efficacy. Although not all these paths were included in the hypothesis test, they showed interesting results. Perceived usefulness had a greater effect on behavioral intention than the other factors did. Behavioral intention was positively correlated with perceived usefulness and learning self-efficacy. (3) Attitude toward using positively influenced behavioral intention and SRL, which is consistent with the findings of previous studies. However, perceived usefulness and perceived ease-of-use do not influence attitude toward using. These three factors are independent. (4) The findings of this study contribute to the field of mobile educational technology and app design. This study demonstrated that the perceived usefulness of an app is a crucial factor that should be considered during app design. Future studies should explore the factors that influence perceived usefulness among students. This study had a small sample size from a single class, limiting its generalizability. Additional research in different learning environments is warranted to gain further insights into how mobile learning apps can be improved.

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科學素養研究歷時已久，惟缺針對技術型高中學生所需科學素養之相關探討。有鑑於此，本研究之目的為發展技術型高中工業類科學生科學素養的向度與指標。透過文獻探討與專家諮詢，初步提出適合技術型高中工業類科學生的科學素養內涵架構，再透過兩回合的德菲（Delphi）調查法，徵詢 28 位學者及 41 位技術型高中教師對該架構的意見。經統計分析德菲調查的結果，再配合專家會議後達成共識，修正並確立該技術型高中工業類科學生的科學素養架構。此架構共有五個向度，包括具備基本的科學知識、運用基本科學探究與溝通的能力以解決問題、運用科學思考的能力於日常生活中、應用科學知識與方法於所在職域中、具備對科學的適當態度與行為意向。文末基於研究結果提出了關於技術型高中課程內容設計的建 議。 Scientific literacy has been a topic of research for several decades. However, very few studies have directly focused on clarifying the content of scientific literacy for students in vocational senior high schools. To fill this research gap, in this study, a comprehensive set of scientific literacy indicators was developed for students from the industrial sector of vocational senior high schools in Taiwan. This objective was achieved through an extensive literature review and consultation with science educators who are experts of scientific literacy. Subsequently, the study presented a tentative framework suitable for students in the industrial sector. Comments on the appropriateness of the framework were collected from 28 scholars and 41 vocational high school teachers through two rounds of Delphi survey. Subsequently, statistics were compiled, and the framework was finalized through two rounds of consensus meetings with experts familiar with science education and vocational education. The following five dimensions were identified: possessing basic scientific knowledge, engaging in basic scientific inquiry and communicating in order to solve problems, applying scientific thinking to solve problems encountered in daily life, applying scientific knowledge and methods at the workplace, as well as holding an appropriate attitude and behavioral disposition towards sciences. On the basis of our findings, several suggestions concerning the development of suitable curricula for students in the industrial sector of vocational senior high schools are presented.

本研究旨在探討讀者劇場對技術型高中餐飲科學生英語學習動機及學習成就之影響，並透過實驗組與控制組之比較，來檢視其差異。研究對象為臺北市某技術型高中餐飲科二年級學生共72 人，採用準實驗研究設計，隨機分派成實驗組與控制組，兩組課程內容均 以餐旅英文與會話課程之飲料服務與用餐服務兩單元為主題進行設計。實驗組採用讀者劇場方式進行教學，控制組則維持傳統教學模式。教學實驗歷經八週共十六節課，於教學前後施予測驗，再以單因子共變異分析探討英語學習動機及學習成就的差異，並佐以 小組討論紀錄與回饋評量。結果顯示實驗組學生在英語學習動機及學習成就上的表現優於控制組學生。實施讀者劇場讓學生透過小組練習和團隊合作，以學生為中心的教與學模式，提供學習者能有更多嘗試機會與一個練習舞台，不僅可有效增進學生的學習興趣、 降低口說焦慮並培養人際互動的社會能力，也能顯著提升學生的學習成就。 This study examined the influence of Readers Theatre strategies integrated into a hospitality English and conversation class on the English learning motivation and learning performance of vocational high school students. Using a quasi-experimental design, this study involved 72 fourteen-graders who were randomly assigned to either the experimental group or the control group. The former adopted Readers theatre teaching, a performance strategy of a play or a show, while the latter followed traditional teaching methods. Before and after the experiment, all participants filled out the English Learning Motivation and Achievement Test. Through data collected from the students’ responses and records, the results of one-way ANCOVA indicated that the experimental group outperformed the control group for the dependent variables. The advantages of Readers theatre over traditional models are that it utilizes a student-centered teaching and learning model. It includes more group practice and teamwork and allows students to try and exercise, and in this study it showed positive effects on the students’ English learning motivation and learning performance. Finally, several recommendations and suggestions were provided for further implementation as well as for forthcoming studies.

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Copyright of Educational Policy Forum is the property of National Chi Nan University, Department of Education Policy & Administration and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educational Policy Forum is the property of National Chi Nan University, Department of Education Policy & Administration and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)