資訊科技的進步與社會經濟環境的快速變遷,警政機關若能有效結合資訊通訊科技並且應用數位學習平臺,將能夠有效提升警察的專業知識及增加執法效能,然而警察數位學習平臺卻是還沒有廣泛推行,因此探討影響警員接受數位學習平臺知正面主要因素,即是推動數位學習的關鍵步驟。本研究以整合科技接受理論及沉浸經驗理論為理論架構,探索警員數位學習正面行為意向(正面效應)與整合科技接受模式變項(績效預期、付出預期、社會影響)及沉浸經驗變項(熟悉技巧、參與性)彼此之間的差異情形,並採用探索性因素分析(EFA)、驗證性因素分析(CFA)及偏最小平方法結構方程式模組(PLS-SEM)進行統計分析,來瞭解影響警員使用數位學習平臺正面行為意向的主要因素結構圖。藉由本研究之結果相信能夠幫助教學設計師,在規劃警員數位學習課程內容時有實務上的幫助以及提升警員學習上的效率和滿意度。
With technological development, police forces should efficiently apply information technology to improve their learning platforms. Therefore, factors that can be used to design a set of digital learning platforms to enhance police officer performance must be considered. The research framework for this study was based on the unified theory of acceptance and use of technology and the theory of immersion. Additionally, this study adopted exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and partial least squares structural equation modeling (PLS-SEM) to analyze the results. The results revealed that the independent variables were performance expectancy, effort expectancy, social influence, involvement, and skills, whereas the dependent variable was positive impact. The results of this study can serve as a practical aid for instructional designers in planning the content of police courses to improve the efficiency of police learning.