【摘要】 智能试题推荐系统作为改变学习方式的一种新技术，在数字化学习领域愈加受重视，它的发展推动着规模个性化学习方式的转变，但在智能试题推荐系统上升发展的阶段，面临着持续使用意愿不高的问题。本研究在信息系统期望确认模型的基础上加以扩展，结合高中生的特征，构建了高中生智能试题推荐系统持续使用意愿影响因素模型。通过实证研究法验证模型发现：满意度、感知有用性、知识焦虑、内容质量、自我效能感对高中生智能试题推荐系统持续使用意愿产生直接影响；期望确认度、内容质量和感知有用性对其产生间接影响；期望确认度、感知有用性和满意度在模型中的中介效应得到验证；成绩在高中生的特征变量（知识焦虑、自我效能感）与持续使用意愿间的关系中起到正向调节作用，经验在自我效能感与高中生的持续使用意愿关系中有正向调节作用。根据实证研究结果，从系统、学生、教师三个维度提出对应策略建议，分别为系统开发人员有针对性地优化完善系统、学生高效利用系统提高学习成绩、教师合理组织运用系统实现精准化教学三个方面提供一定的参考。更多还原

【Abstract】 As a new technology to change the learning style, intelligent test question recommendation system has been paid more and more attention in the field of digital learning. Its development has promoted the transformation of scale personalized learning style. However, in the rising development stage of intelligent test question recommendation system, it is faced with the problem of low willingness to continue to use. Based on this problem, this study takes high school students as the object to explore. Based on the Expectation confirmation model, a model of influencing factors of the persistent use intention of intelligent test question recommendation system for high school students was constructed. The model was verified by empirical research, and the results showed that satisfaction, perceived usefulness, knowledge anxiety, content quality and self-efficacy had a direct impact on the continuous use intention of intelligent test question recommendation system for high school students.The expected validation, content quality and perceived usefulness have indirect effects on it. The mediating effects of expected validation, perceived usefulness and satisfaction were verified in the model. Results showed a positive moderating effect on the relationship between the characteristic variables(knowledge anxiety, self-efficacy) and the intention to continue to use, and experience showed a positive moderating effect on the relationship between self-efficacy and the intention to continue to use. According to the results of empirical research, corresponding strategies and suggestions are proposed from the three dimensions of the system, students and teachers, respectively,to provide some reference for system developers to optimize and perfect the system, students to efficiently use the system to improve their academic performance, and teachers to organize and apply the system to achieve accurate teaching.更多还原