Civil Engineering Reference
In-Depth Information
Tabl e 8
Perception to using free software
X1
X2
X3
X4
X5
X6
X7
X8
X9
X10
X11
X12
X13
X14
X15
X1
0
0.22
0.09
0.12
0.06
0.22
0.07
0.65
0.19
0.03
0.14
0.28
0.09
0.28
0.67
X2
0
0.31
0.10
0.28
0.00
0.15
0.87
0.03
0.19
0.08
0.07
0.31
0.50
0.89
X3
0
0.21
0.03
0.31
0.16
0.56
0.28
0.12
0.23
0.37
0.00
0.20
0.58
X4
0
0.18
0.10
0.05
0.77
0.07
0.09
0.02
0.17
0.21
0.40
0.79
X5
0
0.28
0.13
0.59
0.25
0.09
0.20
0.34
0.03
0.22
0.61
X6
0
0.15
0.87
0.03
0.19
0.08
0.07
0.31
0.50
0.89
X7
0
0.72
0.12
0.04
0.07
0.21
0.16
0.35
0.74
X8
0
0.84
0.68
0.79
0.93
0.56
0.37
0.02
X9
0
0.16
0.05
0.09
0.28
0.47
0.86
X10
0
0.11
0.25
0.12
0.32
0.70
X11
0
0.14
0.23
0.42
0.81
X12
0
0.37
0.57
0.95
X13
0
0.20
0.58
X14
0
0.39
X15
0
The views of X7 and X15 are least approximate, and
d
value is 0.95
4.4
Perception to Using Free Software (Questionnaire: This
Computer Is Installed with Free Software; Do You Like
to Use Free Software?)
We can calculate the relative distance between each sample, as shown in Table
8
:
5
Conclusion
This study finds “Prefer not to use” as their perception of the using free software, and
the fuzzy membership degree of sample mean was 0.45, the least approximate, and
d value is 0.95. The respondents' perception of the plan's expected benefits were
“satisfaction,” “progressive,” and “very helpful” toward the three projects, “own
computer and Internet equipment,” “enhance information literacy,” and “improve
learning quality.” The exception was “learn free software applications,” for which
“Prefer not to use” accounted for the majority of recipients, and the difference in
views was quite high. This study inferred that the recipients majored in Microsoft
Office software when learning computer at school. For the recipient, the installation
of the free software is inconvenient for use, thus the low acceptance of the free
software, which is what the policy plan needs to promote and to overcome.
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