本研究是以嘉義縣國小為例，進行圖書管理系統的實證研究，針對此資訊系統的使用人員施行問卷調查，運用科技接受模式(TAM)來研究與做統計分析，試圖瞭解系統使用人員的持續行為狀況，或可作為教育部推動閱讀與圖書管理系統之有效方案的形成與改進。影響持續使用的有用性、易用性等科技接受模式的三個核心構面，我們印證了大多研究結果：對於資訊系統的有用性認知(Perceived Usefulness) 扮演著持續使用的最重要影響因子，易用性認知則為其次而且經有用性產生間接影響效果。此外，在常用的外部變數「電腦自我效能」之外，我們加了「網站品質」構面，研究結果顯示此構面直接而顯著的影響有用性和持續使用行為，比起另一外部變數來得重要！兩個外部變數之間存有高度相關性，彼此或為互動、或相互激發。因此，影響著持續使用意願的最重要因素是網站品質，如何維持系統的穩定性、設計良好人機介面等，不得不重視！這些也將攸關著教育部推動閱讀教育之成敗，且針對其他的相關議題也加以討論。 The information system of Library Management System (LMS) is important for promoting reading by the Ministry of Education recently in elementary schools. To investigate the reading performance as well as the Behavior Intention (BI) of using LMS, we apply Technology Acceptance Model (TAM) to conduct this study. Two constructs of Perceived Usefulness (PU) and Perceived Ease of use (PE) are directly affecting BI; these three constructs form the core part of TAM. In addition to the usual external variable of Computer Self-Efficacy (CSE), we propose another one of Website Quality (WQ). That concerns system stability, user and machine interface, etc. With the data collected by designed questionnaires, the path analysis software Visual PLS is applied. Our results support the core part pattern of TAM by various studies recently. That is, PU is the most important factor of affecting BI and PE is the second one that may be insignificant on BI. In addition, the external variable of WQ proposed shows its dominated effect on PU with respect to CSE on PU as well as its direct effect on BI. Both variables of WQ and CSE are highly correlated. They might interact or be activated. Based on these, to maintain system stability as well as to create good interface between user and machine are the top issue for promoting reading education and attracting more people to use this system LMS. Related results are also discussed.
