隨著終身學習課程服務的成熟，學員要求的不只是課程內容本身，更強調整體學習服務體驗歷程。因此，面對越來越激烈的競爭與挑戰，終身學習機構如何在兼顧成本與品質前提下，提供具永續思維的優質服務，便成為重要議題；而能否順著數位時代的潮流，善用自助服務科技之導入來改善服務體驗環節，則成為值得探討之課題。
因此，本研究以提升終身學習機構服務體驗為出發點，探討自助服務科技服務是否可有效改善其服務缺口，並提升整體滿意度。透過資訊系統成功模型(ISSM 2003)的修正版本，輔以500餘份回收樣本，本研究同步探討兩種不同自助服務科技對於學習者的使用意圖和滿意度之影響。研究結果顯示，不論是何種使用脈絡，服務品質為影響滿意度的首要關鍵；至於使用意圖則會因不同情境，受到系統品質及服務品質的影響；相較之下，資訊品質對於滿意度和使用意圖的影響並不顯著，且滿意度似乎並非影響使用意圖的重要關鍵。基於前述發現，本研究於論文最末提出相關實務建議，希望藉此可以作為提升終身學習情境下學員整體滿意度與體驗感受的可能效果。
Advancement in life-long learning services has drawn learners’ attention not only to the course content but also to the holistic learning experience. Consequently, with in-creasingly intensive competition and challenges from the industry, developing unique, sustainable, and qualia services is vital. Particularly, considering the paradigm shift in the digital economy era, the method of leveraging through the introduction of self-service technologies (SSTs) for improving service processes becomes an interesting but necessary task.
Owing to the aforementioned concerns, this thesis focuses on determining whether SSTs can aid in bridging the service gaps identified. By applying the information sys-tems success model (ISSM), together with input from 500+ respondents who completed a questionnaire, the effects of two types of SSTs applied by a well-known life-long learning institute in Taiwan were analyzed. The results showed that service quality plays a crucial role in depicting user satisfaction in all contexts; regarding the determinants of behavior intention, system quality and service quality have different weights for various contexts. By contrast, the importance of information quality was not found, and satis-faction does not affect behavior intention of SST usage. Finally, this thesis provides practical implications based on the findings.
