習慣、科技教學知識與行為意圖對教師數位學習工具使用行為之影響：多重中介效果檢驗

The Impact of Habit, Technological Pedagogical Knowledge, and Behavioral Intention on Teachers’Usage Behavior of Digital Learning Tools：A Multiple Mediation Analysis

在數位科技快速發展與教育情境變遷的背景下，教師如何接受並持續使用數位學習工具成為關鍵課題。本研究基於延伸整合科技接受模式（UTAUT2）的理論框架，聚焦於習慣、科技教學知識與行為意圖對使用行為的影響，並透過714位臺灣中小學教師的有效問卷數據，採用Hayes的PROCESS進行多重中介分析。結果顯示，習慣對使用行為具有顯著直接影響，亦透過科技教學知識與行為意圖產生重要間接效果，其中行為意圖的中介效果較科技教學知識更為顯著，而科技教學知識在提升教師專業能力與促進行為意圖方面發揮關鍵作用。本研究僅探討UTAUT2模型中的部分構面，結果揭示了科技教學知識與行為意圖的交互作用對教師數位工具使用行為的重要貢獻，並為教育科技應用與教師培訓提供實證支持。

Amid the rapid development of digital technology and evolving educational contexts, understanding how teachers adopt and continuously use digital learning tools has become a critical issue. This study, based on the theoretical framework of the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), focuses on the effects of Habit, Technological Pedagogical Knowledge (TPK), and Behavioral Intention on Usage Behavior. Data were collected from 714 valid questionnaires completed by Taiwanese primary and secondary school teachers and analyzed using Hayes' PROCESS macro for multiple mediation analysis. The results show that Habit significantly affects UB both directly and indirectly through TPK and BI. Among the mediating variables, BI demonstrates a more significant mediating effect than TPK, while TPK plays a critical role in enhancing teachers' professional capabilities and fostering BI. This study examines only selected constructs within the UTAUT2 model, revealing the crucial contribution of the interaction between TPK and BI to promoting teachers' use of digital tools. The findings provide empirical support for educational technology applications and teacher training programs.