本研究旨在探討華語文學習者之數位學習行為及科技準備度與學習滿意度之關聯性。其研究方法為問卷調查法，針對台灣地區六所大學附設之華語文教學中心，母語非華語之357名外籍學習者作為研究對象，有效問卷為327份，資料分析方法為多元線性迴歸分析；研究結果得知，數位學習行為與科技準備度均對學習滿意度具顯著預測力，其中又以科技準備度較數位學習行為對學習滿意度更具影響力。此外，自變項之各構面對學習滿意度之多元線性迴歸分析結果發現，數位學習行為的三個構面中，只有「學習態度」對「學習滿意度」具顯著預測力；「學習策略」及「學習習慣」則無顯著之預測力。科技準備度的四個構面中，「樂觀程度」、「創新程度」、「舒適程度」與「信心程度」均對學習滿意度具顯著預測力。此外，上述七個構面中，則以「創新程度」之影響力最大。
This study used a questionnaire to investigate the relationships between learning satisfaction and e-learning behavior along with information technology readiness of learners of Chinese as a second language. A total of 357 learners at the Chinese language center of six universities in Taiwan participated in this survey. We collected 327 valid samples, and used multiple linear regression analysis to analyze the data. According to the research results, e-learning behavior and information technology readiness were both significantly predictive for learning satisfaction. In particular, information technology readiness had more influence on learning satisfaction than e-learning behavior. Among the three dimensions of e-learning behavior, only “learning attitude” was significantly predictive for “learning satisfaction,” while “learning strategy” and “learning habit” were not significantly predictive. The four dimensions of “information technology readiness,” which are “optimism,” “innovativeness,” “comfort,” and “confidence,” were all predictive for “learning satisfaction.” Furthermore, the influence of “innovativeness” was the greatest among the aforementioned seven dimensions.
