隨著科技進步與發達，使得資訊的取得被迅速廣為運用，警政機關倘能有效結合新資訊通訊科技改良數位學習平台，定能提升警察的專業知識及增加執法效能，因此了解什麼因素會影響警員去接受此學習模式，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理論為架構基礎，以警員在數位學習平台正面使用意圖(正面態度)與整合科技接受模式變項(績效預期、付出預期、社會影響)及沉浸理論變項(熟悉技巧、參與度)彼此之間的差異情形，來瞭解警員對數位學習平台的使用意圖之調查，並採用探索性因素分析(EFA)及偏最小平方法結構方程式模組(PLS-SEM)進行統計分析。以基隆市政府警察局各分局、總局、派出所等分隊共20個駐點為主要調查對象，採取分層隨機抽樣，有效問卷數162份。經統計分析後之結果得出以下結論:

1.警員在警政業務的績效對數位學習平台的正向使用意圖之間有相關性。
2.警員對於數位學習平台的容易操作程度；以及受周遭人影響使用數位學習平台雖然較不相關，但對平台皆持有正面使用意圖。
3.警員具有足夠的資訊運用能力去使用數位學習平台，則使用的成效顯示正相關，故可給予合適的資訊教育訓練來提升熟悉技巧。
4.警員對警政業務的資訊需求會依賴數位學習平台的交流，當平台建立正向資訊系統是提升警員主動參與的關鍵因素。

   本研究依據以上結論提出給教學設計師在規劃警員數位課程內容時，有實務上的建議。

Information acquirement is applied rapidly and widely by technology progress. Therefore, it is essential to consider some factors that can be used to design a set of digital learning platforms enhancing police officers' performance. This study is based on the theory of integration of science and technology and the theory of immersion. Based on the difference among the positive intention (positive attitude) of police officers in the digital learning platform and the acceptance of modalities (performance expectancy, effort expectancy, involvement) and immersion theory variables (skill, participation) for police officers to understand the intentions of them on the use of digital learning platform. Exploring Factor Analysis (EFA) and partial least squares structural equation (PLS-SEM) were used to analyze the results. Regarding Keelung Municipal Government Police Departments, branches, police stations and other divisions as the main survey of 20 stations, take stratified random sampling, 162 valid questionnaires. After counting and analyzing reached the following conclusions:

1. There is a correlation between the performance of police officers in policing services and the intended use of digital learning platforms.
2. The ease of operation of the digital learning platform for police officers is less relevant to surround people to use it, but all of them keep positive using experience.
3. The information requirement of policing business for police officers is dependent on the exchange of digital learning platform. The key factor is that enhance the active participation of police officers when positive using experience is established by platform.
4. If police officers have sufficient information abilities, it will use more high-effective of the digital learning platform. Therefore, it is a way to enhance familiarity skills by gave appropriate information education training.

Based on the above conclusion, there are some practical suggestions to the teaching designer when planning the digital course content of police officers.

目錄
第一章  緒論 1
第一節  研究背景與動機 1
第二節  研究目的與待答問題 5
第三節  名詞釋義 7
第四節  研究範圍與限制 9
第二章  文獻探討 10
第一節  警察數位學習平台相關研究 10
第二節  整合性科技接受模式 15
第三節  沉浸理論 27
第四節  偏最小平方法結構方程式模組 38
第三章  研究方法 40
第一節  研究架構 40
第二節  研究假說 42
第三節  研究設計與工具 43
第四節  研究對象與抽樣 48
第五節  資料分析方法 50
第四章  研究結果 52
第一節  描述性統計 52
第二節  信度效度分析 54
第三節  探索性因素分析 56
第四節  PLS-SEM分析 59
第五章  研究結論與建議 62
第一節  研究結論 62
第二節  研究建議 66
參考文獻 69
附錄一 警員使用數位學習平台使用意圖之調查問卷 80

表目錄
表2-1  數位學習界定彙整表 11
表2-2  沉浸理論的定義 28
表3-1  本研究問卷各構面題項 47
表4-1  樣本交叉分析統計結果 53
表4-2  轉軸後因子矩陣表 55
表4-3  探索性因素分析整體適配度結果 56
表4-4  探索性因素分析結果 57
表4-5  Bootstrap分析結果 58
表4-6  各構面之α值、CR值與AVE值整理表 59
表4-7  本研究各項假設結果 61

圖目錄
圖2-1  理論行為理論模型 16
圖2-2  計劃行為理論模型 18
圖2-3  科技接受模型 20
圖2-4  使用者接受模式基礎概念 21
圖2-5  整合性科技接受模式(UTAUT)架構 22
圖2-6  原始的沉浸模型 30
圖2-7  八個沉浸模型 31
圖2-8  八個沉浸模型 31
圖2-9  Novak et al. (2000)之沉浸概念模型簡化版 33
圖2-10  PLS 路徑模型示意圖 39
圖3-1  研究架構圖 41
圖3-2  本研究流程圖 44
圖4-1  全部樣本PLS路徑分析結果 60

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