簡易檢索 / 詳目顯示

研究生: 江佳玲
Chiang, Chia-Ling
論文名稱: 以延伸整合科技接受理論探討半導體企業員工對生成式人工智慧之接受意願
Exploring Semiconductor Industry Employees' Acceptance Intention toward Generative Artificial Intelligence Based on the Extended Unified Theory of Acceptance and Use of Technology (UTAUT2)
指導教授: 侯建任
Hou, Jian-Ren
學位類別: 碩士
Master
系所名稱: 管理學院 - 工業與資訊管理學系
Department of Industrial and Information Management
論文出版年: 2026
畢業學年度: 114
語文別: 中文
論文頁數: 74
中文關鍵詞: 生成式人工智慧延伸整合科技接受理論科技焦慮世代差異部門別
外文關鍵詞: Generative Artificial Intelligence, UTAUT2, Technology Anxiety, Generational Differences, Departmental Differences
相關次數: 點閱:16下載:2
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 隨著生成式人工智慧快速成熟,企業在數位轉型過程中開始導入生成式AI助理,以提升工作效率與決策品質。然而,不同部門的業務特性、員工的科技焦慮程度,以及不同世代員工的科技使用經驗與接受態度,皆可能影響生成式AI助理的使用意願,使導入成效呈現不同結果。本研究以延伸整合科技接受理論(Unified Theory of Acceptance and Use of Technology 2, UTAUT2)為主要架構,刪除較不適用於組織內部使用情境的價格價值構面,並新增科技焦慮作為負向前因。同時,本研究進一步納入部門別(行政、製造)與世代別(X、Y)之差異分析,建構一個能夠解釋企業員工採用生成式AI助理意願之整合模型。

    本研究採問卷調查法,蒐集半導體產業員工在工作情境下使用生成式AI助理之經驗與認知,並以結構方程模型進行資料分析。研究內容主要檢驗UTAUT2核心構面,包括績效期望、努力期望、社會影響、促成條件、享樂動機與習慣,對行為意圖之影響,並分析科技焦慮對行為意圖的負向作用。此外,本研究亦進一步探討部門別與世代別在上述關係中是否具有群體差異,以了解不同員工群體在生成式AI接受意願上的差異。

    本研究結果可提供企業在導入生成式AI工具時之實務參考,協助企業了解不同員工族群的接受特性、潛在阻礙與訓練需求。透過分析科技接受因素、科技焦慮與員工背景差異,本研究可作為企業制定分眾化導入策略之依據,進而提升生成式AI助理在組織內部的採納率與實際落地成效。

    With the rapid development of generative artificial intelligence (AI), many companies have started to use generative AI assistants to improve work efficiency and support digital transformation. However, employees may accept these tools differently because of their departments, technology experience, and generational backgrounds. Therefore, understanding employees' intention to use generative AI assistants is important for successful implementation.

    Based on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), this study examines semiconductor industry employees' behavioral intention to use generative AI assistants. Price value is removed because it is less relevant in an internal enterprise context, while technology anxiety is added to reflect employees' concerns toward new technology. This study also compares administrative and manufacturing departments, as well as Generation X and Generation Y.

    This study collects 1,090 valid responses and analyzes the data using PLS-SEM and bootstrapping. The results show that performance expectancy, hedonic motivation, habit, and social influence have significant positive effects on behavioral intention. In contrast, effort expectancy, facilitating conditions, and technology anxiety do not have significant effects.

    The multigroup analysis shows that Generation X is more influenced by social influence, while Generation Y is more influenced by effort expectancy. Facilitating conditions have a stronger effect on manufacturing employees than on administrative employees. Overall, this study suggests that companies should consider department and generation differences when promoting generative AI tools.

    中文摘要 I Abstract II 目錄 VI 表目錄 IX 圖目錄 X 第一章 緒論 1 1.1 研究背景 1 1.2 研究動機 2 1.3 研究目的 3 第二章 文獻探討 4 2.1 生成式人工智慧(Generative AI) 4 2.2 延伸整合科技接受模型(UTAUT2) 4 2.3 世代群體(Generational Cohorts) 11 2.4 小結 12 第三章 研究方法 15 3.1 研究變數操作型定義 16 3.1.1 延伸整合科技接受模型(UTAUT2) 16 3.2 問卷設計 20 3.3 研究問卷發放與回收方式 24 3.4 資料分析方法 25 3.4.1 描述性統計分析 25 3.4.2 問卷題目信效度分析 25 3.4.3 共同方法偏誤檢定 26 3.4.4 結構方程式模型分析 27 3.4.5 多群組分析 27 3.5 小結 28 第四章 資料分析結果與討論 29 4.1 敘述性統計分析 29 4.2 共同方法偏誤檢驗 32 4.3 問卷信效度分析 32 4.4 結構方程模型分析 36 4.5 多群組分析(MGA) 39 4.5.1 世代差異分析(X世代與Y世代) 39 4.5.2 部門差異分析(行政部門與製造部門) 40 4.5.3 部門與世代的交叉群組分析 41 4.6 小結 46 第五章 結論 48 5.1 討論 48 5.2 學術意涵 53 5.3 實務意涵 54 5.4 結論 56 5.5 研究限制與未來研究 57 參考文獻 60

    Barakat, A. M. M., Mahmoud, B. A. A., & Elneklawi, S. A. A. (2025). Preservice teachers' intentions to use social network sites: Adoption of Unified Theory of Acceptance and Use of Technology Model II. International Journal of Instruction, 18(1), 485–502. https://doi.org/10.29333/iji.2025.18126a
    Chang, P.-C., Zhang, W., Cai, Q., & Guo, H. (2024). Does AI-driven technostress promote or hinder employees' artificial intelligence adoption intention? A moderated mediation model of affective reactions and technical self-efficacy. Psychology Research and Behavior Management, 17, 413–427. https://doi.org/10.2147/PRBM.S441444
    Costanza, D. P., Badger, J. M., Fraser, R. L., Severt, J. B., & Gade, P. A. (2012). Generational differences in work-related attitudes: A meta-analysis. Journal of Business and Psychology, 27(4), 375–394. https://doi.org/10.1007/s10869-012-9259-4
    Das, S., & Datta, B. (2024). Application of UTAUT2 on adopting artificial intelligence powered lead management system (AI-LMS) in passenger car sales. Technological Forecasting and Social Change, 201, 123241. https://doi.org/10.1016/j.techfore.2024.123241
    Dwivedi, Y. K., et al. (2023). So what if ChatGPT wrote it? Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642
    Faraon, M., Rönkkö, K., Milrad, M., Hemberg, J., & Fominykh, M. (2025). International perspectives on artificial intelligence in higher education: An explorative study of students' intention to use ChatGPT across the Nordic countries and the USA. Education and Information Technologies, 30, 17835–17880. https://doi.org/10.1007/s10639-025-13492-x
    Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.1177/002224378101800104
    García de Blanes Sebastián, M., Sarmiento Guede, J. R., & Antonovica, A. (2022). Application and extension of the UTAUT2 model for determining behavioral intention factors in use of the artificial intelligence virtual assistants. Frontiers in Psychology, 13, 993935. https://doi.org/10.3389/fpsyg.2022.993935
    George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference, 11.0 update (4th ed.). Allyn & Bacon.
    Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. https://doi.org/10.1108/EBR-11-2018-0203
    Lyons, S. T., & Kuron, L. K. J. (2014). Generational differences in the workplace: A review of the evidence and directions for future research. Journal of Organizational Behavior, 35(S1), S139–S157. https://doi.org/10.1002/job.1913
    Mannheim, K. (1952). The problem of generations. In P. Kecskemeti (Ed.), Essays on the Sociology of Knowledge (pp. 276–320). Routledge & Kegan Paul.
    McKinsey & Company. (2024). The state of AI in early 2024: Gen AI adoption spikes and starts to generate value. McKinsey & Company. https://www.mckinsey.com/capabilities/quantumblack/our-insights/the-state-of-ai-2024
    Meuter, M. L., Ostrom, A. L., Bitner, M. J., & Roundtree, R. (2003). The influence of technology anxiety on consumer use and experiences with self-service technologies. Journal of Business Research, 56(11), 899–906. https://doi.org/10.1016/S0148-2963(01)00276-4
    Moyne, J., & Iskandar, J. (2017). Big data analytics for smart manufacturing: Case studies in semiconductor manufacturing. Processes, 5(3), 39. https://doi.org/10.3390/pr5030039
    Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). McGraw-Hill.
    Parry, E., & Urwin, P. (2011). Generational differences in work values: A review of theory and evidence. International Journal of Management Reviews, 13(1), 79–96. https://doi.org/10.1111/j.1468-2370.2010.00285.x
    Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879
    Saadé, R. G., & Kira, D. (2009). Computer anxiety in e-learning: The effect of computer self-efficacy. Journal of Information Technology Education: Research, 8, 177–191. https://doi.org/10.28945/166
    Suo, W.-J., Goi, C.-L., Goi, M.-T., & Sim, A. K. S. (2022). Factors influencing behavioural intention to adopt the QR-code payment: Extending UTAUT2 model. International Journal of Asian Business and Information Management, 13(2), 1–22. https://doi.org/10.4018/IJABIM.20220701.oa8
    Thatcher, J. B., & Perrewé, P. L. (2002). An empirical examination of individual traits as antecedents to computer anxiety and computer self-efficacy. MIS Quarterly, 26(4), 381–396.
    Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478. https://doi.org/10.2307/30036540
    Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS Quarterly, 36(1), 157–178. https://doi.org/10.2307/41410412
    Venkatesh, V., Thong, J. Y. L., & Xu, X. (2016). Unified theory of acceptance and use of technology: A synthesis and the road ahead. Journal of the Association for Information Systems, 17(5), 328–376. https://doi.org/10.17705/1jais.00428
    Xie, Y., Wan, C., & Kong, K. (2024). Factors influencing Chinese pre-service teachers' behavioral intention and use behavior to adopt VR training system: Based on the UTAUT2 model. Humanities and Social Sciences Communications, 11, 1300. https://doi.org/10.1057/s41599-024-03832-6
    Zacharis, G., & Nikolopoulou, K. (2022). Factors predicting university students' behavioral intention to use e-learning platforms in the post-pandemic normal: An UTAUT2 approach with learning value. Education and Information Technologies, 27, 12065–12082. https://doi.org/10.1007/s10639-022-11116-2

    下載圖示
    校外:立即公開
    QR CODE