在知識經濟及終身學習的時代，不論是企業、政府或是個人，均期望能藉由知識的獲得及善用來提昇競爭優勢。科技媒介教學環境中，知識內容可以採數位化的方式進行傳遞與交換，更易融合多種媒體型態來呈現學習資料，學習內容將更容易被記憶，也較能吸引學習者的注意，教學將提供更多的彈性與學習機會。本研究以社會認知理論為基礎，以學習成效為最終依變項，建構「科技媒介學習環境學習成效」的因徑模式，樣本調查對象以技職教育學生及民營企業採用科技媒介學習的員工為主，本研究有效回收樣本共598份，進行二群組樣本在研究的徑路關係比較，研究發現學生與企業員工樣本，在社會影響對參與動機與熟悉度對學習成效二個的徑路值並無顯著的關係，其餘徑路值均呈顯著關係。最後，本研究針對理論模式及後續研究提出若干建議。

In the era of a knowledge economy and lifelong learning, all enterprises, governments, or individuals hope to gain competitive superiority by acquiring and applying knowledge efficiently. With technology-mediated learning, the content of knowledge can be transmitted and exchanged by digital methods. These methods can easily blend with multimedia to create learning materials whose content can be memorized and attract the attention of learners more easily. Thus, technology-mediated learning can provide more flexibility as well as learning opportunities. This research was based on social cognitive theory to explain how technology-mediated learning applies to behavioral patterns. The objective of the survey focused mainly on technical and vocational education and private enterprises that apply technology-mediated learning. A total of 598 valid questionnaires were divided into two groups (undergraduates and employees) according to their learners’ profiles. Through the examination of structural equation modeling on the multi-group samples at a .05 significance level, the path coefficients of “social influence” on “motivation” and “self-efficacy” on “learning performance” had no significant influence. Finally, this article puts forward various suggestions from the theory pattern for follow-up research.