隨著網際網路之發展與各項資訊科技的不斷創新改進，數位學習 (E-Learning) 已是當前資訊管理與學習領域中，相當重要的研究方向之一，數位學習系統的使用者「滿意度」 (user satisfaction) ，則是在數位學習的相關研究中，最為學者關心與重視的主要課題。為了探討影響使用者對數位學習系統滿意度之因素與在使用過程中變動情況，本研究採用「兩階段認知改變模型」、「期望確認理論」等相關理論為基礎，並選擇「認知有用性」、「態度」、「系統期望」、「確認」、「系統績效」與「滿意度」作為研究構念，藉以建構本研究之研究模型與相關假說。並採取「系統使用前 (t1) 」 (Pre-Usage Stage) 與「系統使用後 (t2) 」 (Post-Usage Stage) 兩階段不同時點的調查方法，對某大學大一學生進行資料收集，有效問卷共206份，據以進行後續之實徵測試與檢驗。研究模型檢定採PLS (partial least squares) 方法，並以SPSS與SmartPLS 2.0作為主要統計分析工具。本研究所提出的13項假說，其中有11項假說獲得正向且顯著的支持，分析結果顯示使用前系統期望(t1)會受到態度(t1)之影響；態度(t1)會受到認知有用性(t1)之影響；確認會受到系統績效之影響；系統績效會受到使用前系統期望(t1)之影響；滿意度會受到確認與系統績效之影響；認知有用性(t2)會受到認知有用性(t1)與確認之影響；態度(t2)會受到態度(t1)、認知有用性(t2)與滿意度之影響。由研究結果發現，本研究模型不但能對數位學習系統滿意度提供更加完整與因素動態變化的解釋，兩階段的研究方式，對於後續研究數位學習系統採用過程因素之演變，亦能提供有效的觀點與參考。The purpose of this study is to investigate the factors affecting the satisfaction of e-learning system based on the two-stage model of cognition change and expectation confirmation theory. The proposed model was tested with a two-stage data collection procedure (pre-usage and post-usage) and data was collected from 206 university students using the e-learning system. The collected data was analyzed using the PLS (partial least squares) technique with SPSS and SmartPLS 2.0. The results showed that the effects of perceived usefulness(t1) was positively significant on attitude(t1); The effects of attitude(t1) was positively significant on system expectation(t1); The effects of system expectation(t1) was positively significant on the system performance; The effects of system performance was positively significant on the confirmation; The effects of confirmation, system performance were positively significant on the user satisfaction; The effects of perceived usefulness(t1), confirmation were positively significant on the perceived usefulness(t2); The effects of usefulness(t2), satisfaction, attitude(t1) were positively significant on the attitude(t2). Findings from the study confirm the validity of using the proposed model. In addition, the two-stage model is also found to be a valuable methodology for promoting e-learning satisfaction and cognition change studies.
