在數位時代，大專院校數位學習已經成為一種趨勢，然而如何提高大專學生使用學校數位學習網站進行學習的使用率是值得探討的議題。本研究意欲建構一個影響大專學生數位學習意願之前因模式，在理論基礎上面，主要採用科技接受模型中的認知易用性與認知有用性兩個信念，並考量認知有趣性作為認知有用性之外生變數，以建構一個數位學習意願之前因模式。本研究選取中華大學在校學生為研究對象，採用立意抽樣的方式進行，總計回收300份有效問卷，在統計方法上則採用結構方程模式進行檢定與分析。經由實證分析後，得出主要的研究成果為：(1)使用者認知易用性會影響其數位學習帄台使用意願。(2)使用者認知有用性會影響其數位學習帄台使用意願。(3)使用者認知有趣性會影響其認知有用性。本研究並提出對大專院校規劃數位帄台與數位學習內容之相關建議，希冀本研究能對提高大專院校數位學習使用率有所助益。

In the digital era, e-learning have become a trend in the universities. However, it is still important to understand how to improve the usage of e-learning of university students.The aim of the research is to construct a theoretical model about the antecedent variables of intention to use e-campus of university students. The model combines perceived usefulness,
perceived ease of usefulness, perceived playfulness, and intention to use e-learning.Samples were selected from the students of Chung-Hua university. 205 effective questionnaires were collected. Structural equation model’s technique is used to test the model and three hypotheses.
The findings showed that: (1) perceived ease of use has significantly positive influence on intention to use e-learning. (2) perceived usefulness has significantly positive influence on intention to use e-learning.(3) perceived playfulness has significantly positive
influence on perceived usefulness.The findings of the study will offer references to the teachers and e-learning system designers and propose some future research directions.
Keywords: e-learning, technology acceptance model, perceived usefulness, perceived ease of use,
perceived playfulness