企業面臨全球經濟不景氣的影響，必須在預算限制考量下提供符合企業核心需求的員工訓練，以累積公司智慧資本。數位學習提供的學習內容以數位形式傳遞資訊，具有彈性與創新性，企業運用數位學習系統的學習模式正逐步增加。了解員工對學習科技的接受程度、認知程度、使用意圖與實際行為是檢視數位學習成效的重要議題，進而評估員工的學習成效，以利企業了解投入資金於數位學習上的效用。 針對企業採用數位學習系統為研究背景，以科技接受模式為基礎理論架構，結合理性行為理論的「主觀規範」為中介變數，並將「組織支持特性」、「任務特性」與「個人特徵」三個外生變數構面擴充至科技接受模型中，以探討企業內部員工對數位學習系統使用意願的影響因素。 本研究對象為曾使用公司內部數位學習系統的企業員工，共取得357份有效問卷，以統計軟體SPSS12與AMOS 5.0進行個人資料的描述性分析與信度、效度分析，並以結構方程模式(SEM)分析整體架構的解釋能力與路徑因果關係，研究結果列如下： 一、知覺組織支持、管理者支持與任務模糊性會經由主觀規範影響數位學習系統的認知有用性、認知易用性與使用意圖。 二、電腦自我效能與先前經驗會正向影響數位學習系統的認知易用性。 三、電腦焦慮會負向影響數位學習系統的認知易用性。 四、知覺組織支持、管理者支持與任務模糊性會正向影響企業員工對數位學習系統的知覺有用性。 五、知覺組織支持、認知易用性與認知有用性會正向影響企業員工對數位學習系統的使用意願。 During the period of economic recession, enterprises have to take actions to provide the employee training to meet the core needs of the organizations with limited budgets. E-learning offers the instructional knowledge in digit forms, which is flexible and innovative. Because of the increase of the use of e-learning systems in corporations, the process of evaluating the learning outcome and the understandings of the employees’ attitudes toward the e-learning systems remain essential to the enterprises. The subjects of this study were the 357 employees in the Taiwanese enterprises which adopt the e-learning systems for training. The research model was based on the Davis’s Technology Acceptance Model (TAM) and combined the “subjective norm” of the theory of reasoned action (TRA) as a mediated factor. Also, three constructs were included as exogenous variables, including the organizational support, the task characteristic and the individual characteristics. The statistical software of SPSS and Amos were used to run the structural equation model (SEM) to identify the causal effect among the factors. The results of this study were summarized as follows: 1. Using the subjective norms as a mediator, the perceived organizational support, management support and the task uncertainty positively impacted the perceived usefulness of e-learning systems, the perceived ease of use of e-learning systems and the intention of using e-learning systems 2. Employees’ computer self-efficacy and prior experience positively impact their perceived ease of e-learning systems. 3. Employees’ computer anxiety and prior experience negatively impact their perceived ease of e-learning systems. 4. The perceived organizational support, the management support and the task uncertainty positively impacted the perceived usefulness of e-learning systems, the perceived ease of use of e-learning systems and intention to use e-learning systems with the mediation of the subjective norms. 5. The perceived usefulness of e-learning systems and the perceived ease of use of e-learning systems positively impacted the employee’s intention of using e-learning systems.
