本研究旨在探討高等教育學生對於數位學習系統的使用意願因素，以整合性科技接受模型(Unified Theory of Acceptance and Use of Technology,UTAUT)為理論架構，並加入「PIIT( Personal innovativeness for IT)」、「知覺彈性學習有用性」兩構面因素並檢視性別是否干擾各構面變數，建立一個具有解釋力與預測力的延伸性整合性科技接受模型(UTAUT)以解釋高等教育學生使用數位學習系統的意願與行為，了解影響學生使用行為意願後，可以藉此提供學校或教育相關單位在未來規劃、執行與建構數位學習系統時的參考依據。 本研究對象為某大學曾使用過校內數位學習系統的學生，總共取得616份有效之樣本， 並透過SPSS17.0與AMOS16.0進行個人資料與信效度分析，並利用結構方程模式(SEM)加以分析模型架構的解釋能力與路徑因果關係，本研究結果發現如下: 1.UTAUT中績效期望構面因素，會正向影響使用者對於學習系統的使用意圖，且會受到性別干擾影響。 2.UTAUT中努力期望構面因素，會正向影響使用者對於數位學習系統的使用意圖。 3.UTAUT中社會影響構面因素，會正向影響使用者對於數位學習系統的使用意圖。 4.UTAUT中有利條件構面因素，會正向影響使用者對於數位學習系統的使用意圖。 5.知覺彈性學習有用性因素會正向影響使用者對於數位學習系統的使用意圖。 本研究同時也發現，其中努力期望與社會影響為主要之影響因素，對於學校或教育相關單位未來建構數位學習系統為有所加強的地方。為提高使用者對於數位學習系統的使用意圖，在數位平台的建構上，必須提供使用者容易操作的界面平台，同時也應該讓使用者了解使用此系統學習的好處，如此一來可擴展使用者對於數位學習平台的認同感，藉此提高對於系統績效期望、有利條件、知覺彈性學習有用性等知覺感受，以提升整體系統效益。再者，本研究以整合性科技接受模型(UTAUT)並加入PIIT、知覺彈型學習有用性，使研究模型更加完整，對於數位學習系統的理論模式之適配度與解釋力，也可供未來相關研究與學者參考及應用。 This study intended to investigate the factors affecting the students’ behavioral intention to use the e-learning system in higher educational institutions. The study integrated the unified theory of acceptance use of technology (UTAUT), two dimensions of PIIT(Personal innovativeness for IT), and Perceived usefulness of flexible learning in an attempt to propose a new hybrid technology acceptance model to investigate the students’ intentions to use the e-learning systems. Besides, the gender differences were explored to detect the explanatory and predictive power of the UTAUT model. Dates were collected from the 611 students who were registered or have the using experience of the e-learning courses in the Asia University. This research has adopted structural equation model (SEM) for the data analysis to investigate the causalities among all parameters constructed in the proposed model. The conclusions of this study were summarized as followings: The results of this study were summarized as follows: 1. Performance expectancy of UTAUT positively impacted users’ intention to use the e-learning system. In additions, gender difference was existed. 2. Effort expectancy of UTAUT positively impacted the users’ intention to use the e-learning system. 3. Social influence of UTAUT positively impacted the users’intention to use the e-learning system. 4. Facilitating condition of UTAUT positively impacted the users’ intention to use the e-learning system. 5. Perceived usefulness of flexible learning positively impacted the users’ intention to use the e-learning system. It was found that both effort expectancy and social influence were the critical factors. Thus, the two factors should be considered when the educators need to develop the e-learning systems in the future. We should provide an easy to use platform in order to increase the user’s intention to use e-learning system. Meanwhile, we also need to let the users understand the benefits of using e-learning system. By explaining the key factors that affected students’ behavioral intentions, the findings of this research developed the more user-friendly e-learning systems and also provide insight into best way to promote e-learning systems.
