隨著科技的進步，新興媒體網際網路的興起，為傳統學習活動帶來相當大的衝擊。線上學習網站除做為傳統教學的課後補強，也可成為企業教育訓練之用，更可以是終身學習的管道，但僅有少數的上網人口其上網的目的為學習，如何吸引線上使用者上網學習是各界亟待突破的困境。本研究之研究目的主要有三：（一）驗證創新擴散理論解釋與預測使用者對於線上學習網站使用的適切性。（二）探討影響學習者使用線上學習網站的因素。（三）有無線上學習網站使用經驗者影響其使用學習網站的因素是否具有差異。（四）比較科技接受模型與創新採用模型的解釋力。
本研究的驗證過程是以實驗的方式進行驗證，實驗的系統為本研究以資策會教育訓練處之e-learning平台所開發之線上學習網站。研究結果發現使用者對於線上學習網站的相容性知覺與相對利益知覺為主要影響使用意向的因素，透過使用意向的傳遞進而影響實際使用。有線上學習網站使用經驗的學習者影響其使用意願的因素為相容性知覺與確認結果知覺，而無線上學習網站使用經驗的學習者之使用意願影響因素為相容性知覺、形象知覺以及相對利益知覺。本研究因此建議使用經驗應該納入在線上學習網站採用的考量。創新採用模型的解釋力些微高於科技接受模型，本研究之研究結果將作為數位學習產業之行銷活動與後續研究之參考。

With the advent of e-learning technologies in the past decade, the accessibility of training, teaching, and learning has drastically increased. The challenge for the education enterprise now is how to attract learners to their e-learning services. In this study, a technology adoption model is developed to predict the users’ intention of adoption and their continued use behavior. The results show significant evidence in support of the hypothesis. The findings indicate that perceptions of relative advantage and compatibility are significantly related to users’ intention to use e-learning. Also, the intention is significantly related to their actual use of e-learning. Furthermore, the technology adoption of learners with prior e-learning experience is different from those without prior e-learning experience. This work also identifies which model supports a more explanation of variance in the e-learning context. Both TAM (Technology Acceptance Model, TAM) and PCI (Perception of innovation characteristics, PCI) antecedents are investigated in the same context of an e-learning website. Experimental results demonstrate that the PCI constructs explain slightly more variance in users’ intentions of continued use than TAM antecedents. The PCI adoption model provides increasingly rich information concerning the continued use of e-learning website. These findings may contribute to deeper understanding of e-learning users’ perceptions in terms of adoption and continued use behavior.

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