隨著數位學習網站被廣泛地應用於企業的教育訓練及大專院校的教學課程中，探索數位學習網站滿意度之影響因素成為目前許多研究的重要課題。本研究嘗試從情境因素之角度來探討數位學習網站滿意度相關的影響因素。為了探索情境因素扮演的角色，本研究從過去文獻中分析整理出了相關情境因素及四個數位學習網站滿意度預測因子，並以實證研究來調查情境因素對這些預測因子與滿意度間關係的影響。在實證研究中，共有來自北台灣一所大學於一個學期中十個不同線上課程的五百二十二位大學生參與問卷調查，問卷中收集了學生對於研究模型中的四個預測因子品質的知覺、數位學習網站的滿意度及學生個人學習型態的調查。經過 ANOVA及SEM 統計分析後發現，不同性別及部別(日夜間部)的學生對於預測因子品質的知覺及數位學習網站的滿意度有顯著差異；本研究同時發現兩個情境因素(部別及學習型態)對於這些預測因子與滿意度間的關係有顯著的干擾效果。本研究建議了有效提升數位學習網站的滿意度，需將重要的情境因素納入考量。研究結果在管理上的意涵及未來研究的方向也在論文中被詳細的提出討論。

An e-learning system has been extensively used for training programs in corporations and for teaching courses in universities, and therefore finding predictors of e-learning system satisfaction has become an important issue in current e-learning studies. By reviewing previous e-learning studies, this dissertation located four dominant predictors of e-learning system satisfaction and various contingent variables based on contingency theory. This dissertation investigated the impact of these contingent variables on the relationship between four predictors and students’ satisfaction with e-learning. Five hundred and twenty-two university students from ten intact classes engaging in online instruction were asked to answer questionnaires about their learning styles, perceptions of the quality of the proposed predictors, and satisfaction with e-learning systems. The results of ANOVA and SEM analyses showed that two contingent variables, gender and job status, significantly influenced the perceptions of predictors and students’ satisfaction with the e-learning system. This dissertation also found a statistically significant moderating effect of two contingent variables, student job status and learning styles, on the relationship between predictors and e-learning system satisfaction. The results suggest that a serious consideration of contingent variables is crucial for improving e-learning system satisfaction. The implications of these results for the management of e-learning systems are discussed and future research directions are recommended.

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