學校是知識傳遞的場所，隨著網際網路與資訊科技的迅速發展，不僅數位教學方式改善了教學成效，學校行政服務也都透過資訊科技與資訊化作業，讓行政效率有顯著的提昇。然而一個資訊科技導入的價值，關鍵在於實際使用的效能，使用者才是資訊科技能否有效發揮其功能的關鍵。本研究之目的即在探討分析資訊科技導入教學與學習之個案系統使用現況，以期做為後續教學資訊系統提昇品質與成效之參考。 本研究是以個案研究分析某技術學院的教學管理系統，引用科技接受模式觀點為研究基礎，來探討使用者使用教學管理系統之行為意圖，並加入系統特性(資訊品質、系統品質)與使用者特性(電腦使用經驗、電腦自我效能)兩個外部變數來建構研究模型，嘗試了解使用者認知的影響，並使用Amos來進行結構方程模式分析，檢驗本文之研究模型和相關假說。 研究結果顯示，使用者對教學管理系統的認知，可以影響使用者之行為意圖；電腦使用經驗、電腦自我效能亦分別對認知有用性與易用性有不同程度之影響；而認知有用性對行為意圖的影響程度大於認知易用性的程度。 The school is a place that for knowledge transfers, with the rapid development of the Internet and information technology, not only the digital teaching methods improve the effectiveness of teaching, through information technology operations, school administration services are also significantly improving administrative efficiency. However, the value of an information technology lies in the actual use of potency; the users are the critical factor of information technology to effective functioning. The purpose of this study was to investigate the current status of the uses cases on information technology import into teaching and learning system, and as follow-up reference to improve the quality and effectiveness of the E-Learning information systems. We use Case Study to analysis Teaching Management System (TMS) for an Institute of Technology, we induct the Technology Acceptance Model(TAM) as the basis point of view, to analysis the user’s intention on use of teaching management system, and added two external variables, the system characteristics (Information Quality, System Quality) and user characteristics (Computer Experience, Computer Self-Efficacy) to construct our research model, try to understand the impact of user cognition, and test the Research Model and related hypotheses with Amos and Structural Equation Modeling analysis. The results show that there by affecting the user's cognition on TMS can influence the user’s use intention of TMS; the system use experience and system Self-Efficacy also were on the perceived usefulness and perceived ease of use with the effects of different levels; and influence degree of behavioral intentions of perceived usefulness is large than perceived ease of use.
