我國數位學習產值自2000年起每年成長率皆超過40%，甚至達到200%的年成長率，由此可見數位學習在台灣日趨重要。2009年數位學習的整體產值，大約為新台幣153億元，較去（2008）年成長約18%，成長動力來自於數位化技術、新科技應用與終端設備普及性等；可預期的，數位學習產業規模將持續成長。 本研究為了探討台灣地區數位學習的系統品質、資訊品質、服務品質、認知有用性、認知易用性、學習使用態度、學習使用行為關係，利用問卷調查統計分析，以台灣地區數位學習的學習者為母體，以雲嘉地區的數位學習中心的學習者為抽樣樣本。採用皮爾森相關係數分析系統品質、資訊品質、服務品質、認知易用性、認知有用性、學習使用態度、學習使用行為。 研究結果發現：(1)系統品質對認知有用性有顯著正向影響；(2)系統品質對認知易用性有顯著正向影響；(3)資訊品質對認知有用性有顯著正向影響；(4)資訊品質對認知易用性有顯著正向影響；(5)服務品質對認知有用性有顯著正向影響；(6)服務品質對認知易用性有顯著正向影響；(7)認知易用性對認知有用性有顯著正向影響；(8)認知有用性對學習使用行為有顯著正向影響；(9)認知有用性對學習使用態度有顯著正向影響；(10)認知易用性對學習使用態度有顯著正向影響；(11)學習滿意對學習使用行為有顯著正向影響。 The Taiwan e-Learning industry output value was 15.3 billion NTD in 2009. The growth rate every year was more than 40% since 2000. The growth was driven by the development of digital technology, the new applications of e-Learning, and the popularization of terminal equipment. It is certainty that the scale of the e-Learning industry will continue to grow. The aim of this research is to study the relationships among e-Learning system quality, contents quality, service quality, perceived usefulness, perceived ease of use, learning attitude, and learning behavior. This study designs a questionnaire to collect data from the yunlin-chiayi area's e-Learning center's students. This research applies Peason Correlation method to analyze the relations among system quality, information quality, service quality, perceived usefulness, perceived ease of use, learning attitude, and learning behavior. The results of this study were as followings: (1) The e-Learning system quality significantly positively affects the perceived usefulness; (2) The e-Learning system quality significantly positively affects the perceived ease of use; (3) The e-Learning information quality significantly positively affects the perceived usefulness; (4) The e-Learning information quality significantly positively affects the perceived ease of use; (5) The e-Learning service quality significantly positively affects the perceived usefulness; (6) The e-Learning service quality significantly positively affects the perceived ease of use; (7) The e-Learning perceived ease of use significantly positively affects the perceived usefulness; (8) The e-Learning perceived usefulness significantly positively affects the learning behavior; (9) The e-Learning perceived usefulness significantly positively affects the learning attitude; (10) The e-Learning perceived ease of use significantly positively affects the learning attitude; (11) The e-Learning learning attitude significantly positively affects the learning behavior.
