以整合型科技接受理論探討大專教師學習管理系統採用行為之研究

過去幾年，大專校院不斷提高對學習管理系統的投資，以創造可以提升學生學習與教師教學的虛擬學習環境。不過，卻也遭逢教師使用意願不高的問題。因此，本研究以整合型科技接受理論（UTAUT）為基礎，透過129位教師所回覆的問卷資料，來了解影響教師使用學習管理系統的原因，並檢驗UTAUT理論模型的適用性。結果發現，績效期望、付出期望及社會影響這三個構面會對行為意圖產生影響，但是促成條件則未必能影響使用行為；而且，在干擾變數方面，也只有經驗會對社會影響與行為意圖間的關係產生干擾效果，其它的干擾變數則無干擾效果。因此，建議學校在推廣學習管理系統時，應多著墨於提升教師對績效期望、付出期望、社會影響等構面的正向認知，並留意經驗所可能帶來的干擾效果。

關鍵字

整合型科技接受理論（UTAUT）；學習管理系統（LMS）；部分最小平方法（PLS）

並列摘要

Over the past several years, universities have increasingly invested in Learning Management Systems(LMS) to provide a virtual learning environment designed to enhance student learning and teacher teaching. However, it also suffered the problem of poor utilization of teachers after system had been implemented. To this end, it is important to learn the factors affecting LMS usage from the teacher perspective. This paper describes teacher perceptions in terms of applying the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The model was tested using data collected from 129 teachers in Taiwan. The UTAUT model consolidates previous TAM related studies. However, in this study mixed support for this model was found in terms of the hypothesized relationships and moderated effects. The results generate insights into the strategies of promoting LMS should be focus on improving teachers' performance expectancy, effort expectancy and social influence, rather than improving facilitating conditions. And only the influence of social influence on behavioral intention was moderated by experience.