教育改革下，翻轉教育是目前與未來的教育趨勢。隨著這股潮流興起，站在教育現場第一線的教師，著實為改革的重要資源，如何使其願意進行教學革新，成為改變的力量，實為教育相關單位的重要議題。 本研究以科技接受模型與計畫行為理論為研究架構，探討教師將桌上遊戲融入教學之實施意願與影響因素，冀望瞭解重要的影響因素並從其著手，以提升教師的實施意願。研究對象為彰化縣國小教師，採用問卷調查法，共回收有效問卷247 份，以 SPSS 和 LISREL 統計軟體進行資料分析與假設驗證。研究結果顯示：1.教學年資與年齡對教師將桌上遊戲融入教學之實施意願具有顯著的差異，教學年資與年齡較低者，意願較高，而性別則不具顯著影響。2.態度及知覺行為控制對教師將桌上遊戲融入教學之實施意願具有正向影響，知覺有用與知覺易用對教師將桌上遊戲融入教學之態度具有正向影響，以上的研究結果與研究假設一致，而主觀規範對師將桌上遊戲融入教學之實施意願具正向影響之假設並未獲得支持。3.「態度」是影響教師將桌上遊戲融入教學之實施意願的最主要因 素，而「知覺易用」是影響態度的重要因素。 Under education reform, flipping education is the current and future educational trend. With the rise of this trend, teachers who are on the forefront of education are important resources for reform. How to make them willing to carry out teaching innovation has become a force for change. This is an important issue for education-related organizations. This study explores the determinants of the teachers' willingness to adopt tabletop games in their teaching, based on the ＂Technology Acceptance Model＂ and ＂Planned Behavior Theory＂. By using primary data collected from a survey of 247 teachers who teach in elementary school in Changhua County, the empirical findings are as follows. First, seniority and age of teachers have a significant difference in the willingness of teachers to adopt Tabletop games in their teaching, seniority and age of teaching are lower, and the willingness are higher. However, gender does not play a role here. Second, ＂attitude＂ and ＂perceived behavioral control＂ rather than ＂subjective norms＂ show significant positive correlation with the adoption of tabletop games in the teachers' teaching, ＂perceived ease of use＂ and ＂perceived usefulness＂ show significant positive correlation with the ＂attitude＂ that is the adoption of tabletop games in the teachers' teaching. Finally, the most important determinant is the attitude of teachers towards the new tool for the teaching.
