大專院校學生的Facebook使用特性、批判思考與資訊驗證行為的關係

Abstract

資訊科技及網際網路的快速發展，使學習者可在豐富的網路上搜尋到所需資訊，並可以跨越時間和空間限制，優遊於網路間學習。近年來Facebook越來越受學生青睞，Facebook可聯結許多外部網站，使用者可輕易將外部網站的訊息發布於Facebook中分享給好友，但是也造成使用者接收到許多錯誤的訊息而誤信一些事情，所以如何培養學生應有的資訊驗證及批判思考能力，使其能判斷訊息的正確及客觀性，並加以分析、統整訊息，使之成為有用的資訊，就變成很重要的事。 因此本研究目的為了解大專院校學生的Facebook使用情況與資訊驗證行為，並探究大專院校生的批判思考能力與其Facebook使用特性（包含自覺性、立即性、接近性、互動性），對於資訊驗證行為（包含客觀性、權威性、涵蓋性、時效性）的影響。本研究並且比較不同性別的大專院校生、以及大學生和研究生在Facebook使用特性以及資訊驗證行為上的差異。 本研究採用線上問卷調查法，共收回439份有效問卷，主要研究發現如下： 1.大專院校學生Facebook使用狀況頻繁，41.7%的使用者會進行資訊驗證行為。 2.不同性別的使用者在Facebook資訊驗證行為的客觀性上有顯著差異。 3.大學生與研究生在Facebook資訊驗證行為的權威性上有顯著差異。 4.大專院校Facebook使用者對於Facebook使用特性的看法、批判思考能力與資訊驗證行為有顯著相關。 5.大專院校Facebook使用者的批判思考能力為Facebook使用特性與資訊驗證行為的中介變項。

The rapid development of computer technology and the Internet allows learners to search for the needed information and to learn online without limitations of time and space. Recently, the social networking website Facebook has gained popularity among students. Facebook connects with many websites and allows users to easily import or re-post messages from other websites to Facebook. Although this feature provides users with means to easily share information with friends, it nevertheless exposes users to many false messages and results in misunderstandings. Therefore, it becomes important to foster students’ abilities of information verification and critical thinking so they can correctly and objectively evaluate information and synthesize various messages into useful information. The study purposes are: (1) to investigate current college students’ Facebook use and information-verification behavior, (2) to understand how college students’ critical-thinking ability and their Facebook-use characteristics (including awareness, immediacy, accessibility, and interactivity) influence their information-verification behavior (including objectivity, authority, covering, and currency), and (3) to compare male college students’ Facebook-use characteristics and information-verification behavior with their female counterparts’, and (4) to compare the differences of Facebook-use characteristics and information-verification behavior between undergraduate students and graduate students. Questionnaires were distributed online, and 439 college students provided valid responses. The major findings were as follows: 1.The college students used the Facebook frequently, and 41.7 percent of the students would verify information on Facebook. 2.Students of different genders showed significant differences in the objectivity dimensions of information-verification behavior. 3.Undergraduate students and graduate students showed significant differences in the authority dimension of information-verification behavior. 4.College students’ Facebook-use characteristics, critical-thinking ability, and information-verification behavior were significantly correlated. 5.College students’ critical-thinking ability was a mediator between Facebook-use characteristics and information-verification behavior.