面對知識經濟時代的來臨，企業管理者都在不斷尋找更具成本效益的方式來傳遞培訓他們的員工，企業導入數位學習系統，能降低人力資源成本、加速新進員工理解公司核心價值、制度規範。如何有效讓員工，持續造訪提升學習成效，以取得大量知識提升企業競爭力，已成為企業實施數位學習的課題。
本研究以資訊系統接受後持續採用模式為基礎，結合了使用者涉入模型，對已實施企業數位學習之企業員工作為研究對象，依據本研究結果之發現，提升員工本身對企業數位學習的重要性，涉入程度增加，能顯著影響持續使用數位學習網站意圖。因此建議公司在績效考核評比加入員工數位學習的學習進度、增加組織內部數位學習參與程度，或是不定時透過宣導方式使員工了解企業數位學習的重要性。

With the coming of knowledge-based economic era, the corporate managers keep searching a more cost-effective way to deliver message and conduct training for the subordinates. By incorporating the digital learning system, the enterprise can reduce the HR cost and make the new recruits understand the core value, systems and regulations more quickly. It has become a topic for enterprises to carry out digital learning that how to make the employees follow it to improve the learning effectiveness effectively, so as to obtain large amount of knowledge and elevate the corporate competitiveness. 
The study takes the post-acceptance model of IS continuance as the basis, combines with user involvement model and takes the employees working in the enterprises that have implemented corporate digital learning as the subjects.
As shown in the study results, the involvement degree will be increased if the employees can emphasize more on the corporate digital learning. It can significantly influence the intention of learning on digital website, and increase the participation degree in corporate digital learning. Or it can make the employees understand the importance of corporate digital learning with non-scheduled initiatives

目錄 
第一章緒論......................................................................................1 
第一節研究背景與動機.....................................................................1 
第二節研究目的................................................................................3 
第三節研究流程................................................................................4 
第二章文獻探討..............................................................................6 
第一節數位學習................................................................................6 
第二節期望確認理論.......................................................................11 
第三節資訊系統接受後持續採用模式...........................................12 
第四節涉入理論..............................................................................16 
第三章研究方法............................................................................21 
第一節研究架構..............................................................................21 
第二節研究假說..............................................................................22 
第三節操作型定義與衡量問項.......................................................26 
第四節研究對象與範圍...................................................................32 
第五節資料分析方法.......................................................................32 
第六節問卷設計與前測...................................................................35 
第四章研究結果............................................................................37 
第一節問卷基本與回收...................................................................37 
第二節敘述性統計分析...................................................................37 
第三節信度與效度分析...................................................................40 
第四節假說檢定..............................................................................42 
第五章結論與建議........................................................................48 
第一節結論......................................................................................48 
第二節研究限制..............................................................................49 
第三節管理實務上的建議...............................................................50 
參考文獻...........................................................................................52 
附錄...................................................................................................59 

圖目錄 
圖1-1 不願意使用數位教材或互動學習課程或服務的原因..............2 
圖1-2 本研究流程圖............................................................................5 
圖2-1學習類型關係圖.........................................................................7 
圖2-2 期望確認理論..........................................................................11 
圖2-3 資訊系統受後持續使用模式...................................................12 
圖3-1 本研究架構與假說示意圖.......................................................22 
圖4-1 本研究路徑關係圖..................................................................43 

表目錄
表2-1學習類型及特性分析表..............................................................8 
表2-2 數位學習與傳統教學優劣比較.................................................9 
表2-3 有用性認知定義整理表...........................................................13 
表2-4 涉入定義整理表......................................................................20 
表3-1 變數操作型定義......................................................................26 
表3-2 認知有用性衡量變項...............................................................27 
表3-3 確認衡量變項..........................................................................28 
表3-4 滿意度衡量變項......................................................................29 
表3-5 持續使用意圖衡量變項...........................................................30 
表3-6 使用者涉入衡量變項...............................................................31 
表4-1 敘述性統計分析結果...............................................................38 
表4-2 潛在構面之平均變異數萃取量、組合信度和Cronbach’s α值...............................................................................................................40 
表4-3 相關矩陣與平均變異抽取量之平方根...................................41 
表4-4 模型路徑檢定表......................................................................44 
表4-5 研究假設檢定結果一覽表.......................................................45

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