本研究的目的是要評估體驗學習（使用基於雲端運算的行動學習科技）對八年級學生的商業技職教育信念的效應。學生使用行動科技體驗虛擬商店和虛擬旅遊。本研究提出了一個概念模型來自Kolb的經驗學習模型（ELM），以評估影響效果。在台灣屏東縣三所國中的學生進行體驗式學習。使用結構方程模型來分析203名學生的樣本資料。調查結果顯示：（1）學習活動和工作人員能力正向影響知覺效益；（2）學習活動、工作人員能力和知覺效益正向的影響效用價值（升學計畫）；（3）知覺效益正向的影響意圖，而效用價值則否；（4）知覺效益和效用價值中介學習活動和工作人員能力對意圖的影響。本研究對推廣商業技職教育的意涵一併討論。

The purpose of this study is to assess the effects of experiential learning via cloud-based mobile technologies on 8th graders' beliefs and attitude toward vocational business education. Virtual store and virtual tour were used for students to experience mobile shopping and touring. The study proposed a conceptual model drawn from Kolb's Experiential Learning Model (ELM) to evaluate the effects. Experiential learning was conducted for students of three middle schools in Pingtung County of Taiwan. Structural equation modeling was used to analyze the self-reported data from 203 students. The findings revealed that: (1) learning activities and staff competence positively impacted perceived benefit; (2) learning activities, staff competence, and perceived benefit positively influenced utility value (educational planning); and (3) perceived benefit positively influenced intention to re-participate while utility value did not, and (4) perceived benefit and utility value mediated the influence of learning activity and staff competence on intention. Implications for promoting vocational business education are discussed.