隨著網路科技的普及化，以及學童資訊能力的大幅提升，社群網站的使用已成為學齡兒童網路世界的主要活動。本研究以科技接受模式為基礎，並擴充其影響構面，加入認知玩興和認知流行性，探討影響學齡兒童使用態度和行為意圖之因素，與各變項之間的相互影響關係。研究結果顯示：認知玩興、認知人際關係有用性和認知易用性對使用態度有正向影響；認知流行性與使用態度對行為意圖有正向影響；認知流行性對認知玩興與認知人際關性有用性有正向影響；認知玩興對認知遊戲有用性與認知人際關性有用性有正向影響；認知易用性對認知玩興、認知流行性與認知人際關性有用性有正向影響。整體而言，影響學齡兒童使用社群網站意圖的變數中，以使用態度為最大，第二影響力則為認知流行性。對使用態度影響方面，認知玩興影響最大，其次為認知易用性。以TAM為基礎納入認知流行性與認知玩興擴充其模式，可以有效解釋學齡兒童社群網站之行為意圖。 With the popularization of internet technology and the great advance of school-aged children’s information ability, it has been primary activity for school-aged children to use the community websites. This research discusses the interaction between the factors of school-aged children’s attitude toward using, behavioral intention to use and other variables based on TAM. The results showed that perceived playfulness, perceived usefulness of interpersonal relations and perceived ease of use had positive effect on attitude toward using ; perceived fashion and attitude toward using had positive effect on behavioral intention to use; perceived fashion had positive effect on perceived playfulness and perceived usefulness of interpersonal relations; perceived playfulness had positive effect on perceived usefulness of games and perceived usefulness of interpersonal relations ; perceived ease of use had positive effect on perceived playfulness, perceived fashion and perceived usefulness of interpersonal relations. On the whole, the immediate influence of the factors on school-aged children’s intention to use community websites are attitude toward using and perceived fashion in order. The immediate influence of the factors on attitude toward using are perceived playfulness and perceived ease of use in order. It can explain efficiently school-aged children’s behavioral intention toward community websites to expand the model with perceived fashion and perceived playfulness based on TAM.
