本文以科技接受模式作為理論基礎，探討國中生線上學習之使用意願，以台中市目前在學國中生為研究對象，文中利用結構方程模式進行影響學生使用意願之實證探討，研究結果發現影響國中生使用線上學習的因素如下：電腦自我效能對知覺有用性有正向影響；電腦自我效能對知覺易用性有正向影響；知覺有用性對使用態度有正向影響、國中生使用線上學習態度對使用意向有正向影響及知覺易用性對知覺有用性有正向影響。

In this paper, the technology acceptance model as a theoretical basis to explore the use of willingness online learning for junior high school students of Taichung city. This research uses the technology acceptance model to disseminate the questionnaire to explore the impact of student’s intentions. This study found that factors affect online learning effects using for junior high school students: First, the computer self-efficacy has a positive effect on perceived usefulness. Second, computer self-efficacy has a positive effect on the perceived ease of use. Third, perceived usefulness has a positive effect on the use of attitude. Fourth, the use of attitude has a positive effect on the use of intention. Fifth, perceived ease of use has a positive effect on perceived usefulness.