數位學習知覺與使用意圖間影響之研究

The Effects of Perceived to the E-learning and E-learning Continuance Intention

10.29767/ECS.201109.0004

余鑑(Chien Yu)；于俊傑(Chin-Cheh Yu)；余采芳(Tsai-Fang Yu)

科技接受模式 ； 資訊系統成功模式 ； 數位學習知覺 ； 認知品質 ； 數位學習持續使用意圖 ； technology acceptance model TAM ； IS success model ； perceived to the e-learning ； perceived quality ； e-learning continuance intention

Electronic Commerce Studies

9卷3期（2011 / 09 / 30）

323 - 351

繁體中文

本研究旨在探討影響學習者學習知覺與使用意圖之因素，以科技接受模式(TAM)與資訊系統成功模式(IS)為主，藉以提出適用於數位學習的理論模式。本研究的研究對象是以台灣某人壽公司實際使用的外勤人員為主，透過問卷調查法，共回收284份有效問卷，並以LISREL結構化模式來進行資料的分析。本研究有以下發現：(1)知覺易用性對知覺有用性具有正向顯著的影響；(2)知覺有用性與知覺易用性對態度具有正向顯著的影響；(3)態度與系統品質對滿意度具有正向顯著的影響；(4)滿意度對數位學習持續使用意圖具有正向顯著的影響；(5)而在知覺易用性、知覺有用性、資訊品質與服務品質對滿意度沒有顯著影響。

This research was conducted to explore the factors that impact perceived to the e-learning and continuance intention base on Technology Acceptance Model (TAM) and IS Success Model. As a result, a theoretical model in e-learning situations was proposed. With 284 valid responses, data was analyzed via LISREL. This research was concluded with adapting e-learning system, including: (1) Perceived ease of use have the positive influence on perceived usefulness. (2) Perceived ease of use and perceived usefulness have the positive influence on attitude toward use. (3) Attitude toward use and system quality have the positive influence on satisfaction. (4) Satisfaction have the positive influence on e-learning continuance intention. (5) Perceived ease of use, perceived usefulness, information quality and service quality have not the influence on satisfaction.

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