近年來數位學習歷程檔案已有逐漸受到教育界注意與重視的趨勢，教育部已將『數位學習歷程檔案（ePortfolio）』的建置成效，列入科技大學與技術學院的評鑑指標，而各校亦將其推廣成效列為重點發展要項。但觀察其推廣方式，幾乎採以比賽方式吸引學生使用，無法深切了解使用者之意願。因此，本研究嘗試援引修正的科技接受模型（TAM2），並考量部落格特性納入知覺玩興構念建立研究架構，透過問卷調查的方式，來了解校園實施數位學習歷程檔案的情形。研究中以某技術學院所推行的『校園數位歷程系統』為例，探討學生使用校園數位歷程系統的使用意圖，作為學校或相關單位推行之參考依據。 最後經本研究證實，主觀規範無法直接影響使用意圖，但能正向影響學生的有用性認知，而認知有用性、認知易用性與知覺玩興確實能夠直接影響使用意圖。因此未來相關單位在推廣時應從系統的有用及易用程度著手，並加入吸引學生使用的有趣功能，將可提升學生之使用意願。 Recently, e-Portfolio has been concerned and heeded gradually by the education sector. The established results of “e-Portfolio” have been listed in the University of Technology or the Institute of Technology as the evaluation indicators by the Ministry of Education, R.O.C. Schools also promote the evaluation indicators as their developing priority items. Most of the schools apply evaluation indicators with the competition ways to attract students participate in contests. They can not understand the users’ intentions profoundly. Therefore, in this study, we attempt using the extension Technology Acceptance Model(TAM2), considering Blog characteristics can be subsumed perceived playfulness into the research framework. Attempt to understand the school how to carry out the case of the e-Portfolio through questionnaire survey. A study of the e-Portfolio system pushed on by an Institute of Technology as an example. The study objective is to investigate the students' using e-Portfolio intentions, as well as for schools or the relevant units as a reference basis. Finally, confirmed by this study, the subjective norms can not affect the users’ Intentions. However, it can affect their positive perceived usefulness. The perceived usefulness, perceived playfulness and perceived ease of use could affect users’ continuance intentions directly. Therefore, the related units try to carry out this system in the future should start with the uefulness and the easy of using of the system. It should also attach the interesting functions to attract students’ using. Then this system will enhance the students desire to use it.
