Library and Information Science

Library and Information Science ISSN: 2435-8495
三田図書館・情報学会 Mita Society for Library and Information Science
〒108‒8345 東京都港区三田2‒15‒45 慶應義塾大学文学部図書館・情報学専攻内 c/o Keio University, 2-15-45 Mita, Minato-ku, Tokyo 108-8345, Japan
Library and Information Science 80: 25-47 (2018)

原著論文Original Article

デジタル情報メディアの利用意図の形成医学生の学習における事例Formation of intention to use digital information media: A case study of medical students’ learning

慶應義塾大学大学院文学研究科Graduate School of Library and Information Science, Keio University ◇ 〒108-8345 東京都港区三田二丁目15番45号 ◇ Mita 2-15-45, Minato-ku, Tokyo 108-8345, Japan

受付日:2018年1月13日Received: January 13, 2018
受理日:2018年7月27日Accepted: July 27, 2018
発行日:2018年12月30日Published: December 30, 2018




Purpose: The purpose of this research was to clarify how users select digital information media. As a research framework, TAM 2 was used. In the TAM 2 framework, perceived usefulness and ease of use are regarded as the central concepts affecting the formation of intention to use the media. This research relies on this basic structure. To examine the intention of using digital media in more detail, we focused on the learning of medical students because the influence of the individual circumstances of digital media should be taken into consideration. By applying the model by Davies et al., the individual learning situation is specified.

Methods: Semi-structured interviews were conducted with 18 medical students from grades 1 to 6.

Results: The learning stages were classified into five types: basic contextual learning, further social contextual learning, preparing sources of repetition, repetition, and reflection. There were nine types of behavior and 16 types of media. By analyzing each behavior, 12 kinds of media characteristics and seven kinds of factors affecting intention to use were identified. For example, when sharing information, there was a pattern that the ease of data sharing was recognized and that digital media was always selected unless there was an influence by individual’s custom. However, it is impossible to specify patterns of combinations of factors in common for all learning stages and behaviors. It was revealed that the formation of each individual’s intention to use is complicated. Perceived usefulness and perceived ease of use were difficult to distinguish clearly.

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