應用科技接受模型闡釋使用者對電子化政府學習之行為

Abstract

我國政府積極提升電子化政府程度，因此台灣電子化政府評比在國際上表現亮眼，且政府致力於縮減數位落差，使台灣朝向數位化發展。近來，知識經濟與網際網路的快速成長下，促使我國政府積極轉型為「知識型政府」，因此政府努力推廣電子化政府學習。 本研究欲了解使用者對電子化政府學習的接受度，故以科技接受模型 ( TAM )加以驗證。除了 TAM 原有五大構念：認知易用性、認知有用性、態度、行為意圖、實際使用，還另外針對電子化政府學習的特性，加入兩個新外部變數：認知學習價值、認知樂趣。 本研究選取「中小企業網路大學校」為研究網站，利用網路問卷收集樣本資料。有效樣本共有 307 份，問卷設計參考相關文獻並配合電子化政府學習的概念修改而來。並以SEM ( Structural Equation Modeling )方法探討模型適配度與變數之間的影響，採用的軟體為LISREL 8.54。 研究結果發現，科技接受模型針對使用者對電子化政府學習的接受度有相當好的解釋力，有用性與易用性皆是模型中重要的因素，尤其是認知有用性。故政府應強調電子化政府學習的有用性，來提升民眾對電子化政府學習的使用行為。另外，認知學習價值對有用性有顯著影響，因此政府可著重提升電子化政府學習之學習價值，進而達到極大化有用性的效果。而本研究中新增加的兩個變數：認知學習價值、認知樂趣，皆能成功預測使用者對電子化政府學習的接受度。 本研究以使用者的角度，分析其對電子化政府學習這項新科技的接受程度，並剖析出影響最後實際使用的關鍵因素，故可提供給政府相關單位做為參考建議，以利於未來政府提升台灣電子化政府學習的程度，且能提供給民眾一個更優良的學習平台。

The government aggressively has promoted E-government in Taiwan for many years; therefore, the ranking of Annual Global E-Government Study that has been completed by Brown University’s Taubman Center for Public Policy is outstanding. Taiwan’s government has made efforts in shortening the digital gap and has been moving toward the goal of achieving digital Taiwan. Recently, knowledge economics and the Internet are growing fast, so these two factors have prompted Taiwan’s government to reshape the paradigm of knowledge based government. As a result, the government of Taiwan is dedicated to promoting E-government learning. This paper proposes and verifies that the technology acceptance model ( TAM ) can be employed to explain and predict the acceptance of E-government learning. In addition to the original five constructs in TAM ( perceived ease of use, perceived usefulness, attitude, behavior intension and actual usage), two identifying factors that account for the E-government learning concept ( perceived learning value and perceived enjoyment) have been added to enhance the explanatory power of the model. This paper studies the users of SME Online University, the first e-learning website developed for small and medium enterprises in Asia. An online questionnaire was conducted to collect data. The design of the questionnaire was based on TAM, the E-government learning concept and related literature. As a result, there are total of 307 effective data. Structural Equation Modeling was employed to examine the fit of data and the relationship between each variable in the model by using the LISREL software. The results of the data analysis shows that the data fit the extended TAM model well. Both perceived usefulness and ease of use are fundamental factors, especially perceived usefulness. Therefore, the government should stress the usefulness of E-government learning to enhance user usage behavior. In addition, perceived learning value has a great impact on perceived usefulness, so the government could enhance learning value to maximize the usefulness of E-government learning. In order to predict the user acceptance of E-government learning, this study adds two external constructs as mentioned, perceived learning value and perceived enjoyment. The predictive power of these two constructs shows that the new variables are significant. This research analyzes the user acceptance of E-government learning from a user’s perspective and shows critical factors influencing final usage; therefore, the results can provide the government with suggestions to promote Taiwan’s E-government learning level in the future and supply a more excellent learning platform for citizens.