Earticle

초록

영어

This study aims to verify whether field-dependence and field-independence cognitive style have regulatory effect or not on information quality and system quality of digital textbooks in learning satisfaction. In order to accomplish the purpose, the research was carried out with 325 students of digital textbook research school who are fifth and sixth grade at a primary school living in Seoul metropolitan city. Results from the verification of hypotheses are as follows: when learning satisfaction of digital textbooks is affected by information quality and system quality influence satisfaction, it is given a positive moderating effect by the variables of field-dependence and field-independence cognitive style.

목차

ABSTRACT
 1. 서론
 2. 이론적 배경
  2.1 교육목표분류학에 따른 분석
  2.2 정보 품질과 시스템 품질 변수
  2.3 장의존 및 장독립적 인지양식
 3. 연구방법
  3.1 연구모형 및 가설
  3.2 연구절차와 대상
  3.3 분석방법
  3.4 측정도구
  3.5 척도의 신뢰성 검증
 4. 연구결과
  4.1 변수들의 상관관계
  4.2 조절변수 효과의 검증방법
  4.3 정보품질에 대한 만족도에서의 조절효과 분석
  4.4 시스템품질에 대한 만족도에서의 조절효과 분석
  4.5 가설검증의 결과
 5. 결론 및 제언
 참고문헌
 한글요약

키워드

디지털 교과서 정보품질 시스템 품질 학습만족도 장의존 및 장독립 Digital textbook Learning satisfaction Field-dependence Field-independence Cognitive style Moderating effect

저자

• 김수민 [ Soo-Min Kim | 전북대학교 겸임교수 ]

참고문헌

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