| 摘要: | 隨著科技的進步，透過有聲書及數位網路學習等方式說故事，已漸漸廣受歡迎，例如文建會文化館線上聽故事、公視的聽故事遊世界DVD、漢聲中國童話CD、輔仁大學沒大沒小數位知識學堂等，顯示聽故事的管道是多元的。中華電信於2011年開放「用愛說故事12512」提供兒童用電話聽故事多一項學習管道，故本研究旨在探討不同「個人背景因素」、「撥電話聽故事使用情形」的國小中低年級兒童撥電話聽「用愛說故事12512」之「滿意度」及其影響。
本研究以國小一至四年級撥過12512聽故事388位小學生為研究對象，採問卷調查法之「立意取樣」進行量化研究，共發出510份問卷，有效樣本388份。研究工具包括：「個人基本資料調查表」、「聽故事滿意度量表」。統計方法包括：描述統計(次數分配、百分比、平均數、標準差)、單一樣本t檢定、卡方考驗、獨立樣本t檢定、單因子變異數分析、薛費與LSD事後比較、強迫進入法多元迴歸。研究結果分述如下：
一、國小中低年級兒童撥電話聽故事整體受試者當中，使用頻率以偶爾打一次最多，使用動機以喜歡聽故
事最多，撥通率以認為好撥最多，操作滿意度有高達85.05 %感覺操作容易，使用情境以以無聊時最
多，使用時段以放學後最多佔32.99%。
二、國小中低年級兒童對撥電話聽故事的服務是感到滿意的、也認為撥電話聽故事是具有影響力的。
三、國小中低年級兒童撥電話聽故事的「使用頻率」、「使用動機」、「撥通率」、「操作容易度」、
「使用情境」與「使用時段」在「滿意度」上皆達顯著差異。「使用頻率」以偶爾打一次的滿意度大
於很久才打一次，而常常打的滿意度大於很久才打一次及偶爾打一次者，「使用動機」以「喜歡聽故
事」為動機的滿意度高於以「好奇」 與 「無聊時」，「撥通率」的滿意度以感覺「好撥」者的滿意
度高於感覺「不好撥」者，「操作容易度」的滿意度以「容易操作」的滿意度高於「不容易操作」，
「使用情境」的滿意度以「開心」撥打電話聽故事的滿意度高於「無聊」時撥打電話聽故事，「使用
時段」的滿意度以「晚上睡覺前」聽故事的滿意度高於「晚飯後」與 「放學後」聽故事。
四、國小中低年級兒童的「性別」在使用情形之「使用動機」、「撥通率」有顯著差異。其中好奇撥打的
使用動機以男生多於女生，以喜歡聽故事為撥打使用動機的是以女生多於男生，撥通率以感覺好撥的
撥通率以女生多於男生。另外「年級」在使用情形之「使用頻率」有顯著差異以及「課後托育方式」
在使用情形之「使用頻率」上皆達顯著差異。三年級使用頻率大於一年級、二年級、四年級，課後托
育方式以其他人陪伴大於爸媽陪伴的使用頻率。
五、國小中低年級兒童個人背景變項「性別」、「年級」與「地區」及撥電話聽故事滿意度分構面的「完
整度」、「敘述方式」與「故事長度」六個變項對撥電話聽故事的「影響力」具有53%的解釋力。
根據研究結果對中華電信行銷部門提出以下的具體建議供參考：(1)提高使用滿意度，創造成功的契機；(2)規劃客戶關懷，以提升並維持客戶的滿意度；(3)強化服務項目，落實企業社會責任；(4)提升產品品質是強化本業務之基礎。建議兒童從「被動的引導者」轉換成「主動的發想者」，在上課當中與教師分享聽故事的心得、想法，不僅能提高兒童學習的興趣，還可以提昇兒童主動參與活動的意願。對未來研究方向的建議：可將研究之範圍擴大，研究對象可延伸至幼稚園兒童，亦可納入家長填寫問卷，增加或改變不同變項以增加此研究的廣度。這些都是未來可進一步探討的主題。
With the development of technology, telling stories through audio books and E-learning has become more and more popular. Ministry of Culture, Public Television Service Taiwan and Fu Jen Catholic University provide various ways in this field. Since 2011, Chunghwa Telecom Ltd. has also introduced a new project-「12512 Telling Stories with Love」on the Phone- to the children. Therefore, the main purpose of the study is to investigate how the difference of backgrounds and various usage of listening to stories among the lower and middle grades in elementary school students affect their satisfaction and what the influence is afterwards in this project.
There were 388 participants available from the first grade to the fourth grade students in elementary schools, who had the experience in listening to story-telling on the phone. In addition to the research method of “purposive sampling”, a battery of questionnaires was adopted including the participants’backgrounds and the measures of the satisfaction. The collected data was analyzed by SPSS 12.0 for Windows with the methods including descriptive statistics, one- sample t-test, chi-square test, independent - sample t-test, one-way ANOVA, Scheffé Method, LSD Method, and multiple regression analysis. The major findings come out as follows:
1. Among all the participants, the most frequency of listening to the telling
stories on the phone is one time occasionally; the highest percentage of
motivation is “enjoying listening to stories”; most participants agree on the
easily-dialing; the percentage of usage satisfaction even reaches to 85.05%;
most participants use the phone when they feel bored; 32.99% of them listen
to the telling stories after school.
2. It is probed that the participants feel quite satisfied with this service,
and even become aware of the influence afterwards.
3. The usage satisfaction significantly differs from “the frequency of usage”,
“ the motivation of usage”, “the rate of dialing”, “operating capacity”, “
the mood of usage”, and “the time of usage” respectively.
The satisfaction of usage one time occasionally is better than that one time
for a long time, and the frequent usage shows higher satisfaction than the
two aforementioned. The motivation of enjoying listening to stories appears
higher satisfaction than that of curiosity and boredom. On the variable of
“ the rate of dialing”, the feeling of easily dialing shows the higher
satisfaction. As well, on the variable of “ the operating capacity”, the
feeling of easily operating shows the higher satisfaction. As to “ the mood
of “usage”, the satisfaction of happiness is better than that of boredom.
Listening to the stories before bed tends to have better satisfaction than
both after dinner and after school.
4. There is significant difference between the variable of “gender”,“the
motivation of usage” and“ the rate of dialing”. There are more male students
than female ones for the motivation of curiosity; whereas, for the motivation
of enjoying listening to stories, the female students are more than the male.
The variable of “the frequency of usage” significantly differs from
the“grade”and “the way of child care after school” . The third-grade students
have higher frequency of usage than the other grades. As to “the way of child
care after school”, the children taken care by parents have less frequency of
usage than by the others.
5. There are six variables accounting for 53% of the variance in the influence
scores, listed as the gender, the grade, the area of living, the integrity of
the story, the way of the narrative and the length of the story content.
According to the above-mentioned results, the concrete suggestions are given as follows:
To the marketing department of Chunghwa Telecom Ltd.: Promote the satisfaction of usage and create more chances of success. Make plans for the solicitude about customers in order to raise the satisfaction. Reinforce the various services and fulfill the corporate social responsibility. Upgrade the quality of the product to secure a successful business. To the school institution : Transfer the children’s passive learning to the initiative learning. Share opinions with teachers and students after telling stories and that may motivate the kids to learn more interestingly and willingly. To the further study in this field: Extend the participants chosen not only to the other areas but also to the kindergarten for the purpose of making the study more practical. Invite the parents concerned to fill in the questionnaire. Add more other variables to enrich the extent of the study. |
