本研究旨在透過分解式計畫行為理論(DTPB)，結合家庭資源與資訊素養這兩項變數，研究國中與國小學童這兩個不同年級的群體，對於行動學習的使用意圖進行探討。透過背景資料分析，結果顯示(1)受測學生(國中/國小)大部分皆曾有使用過行動載具的經驗；(2)大部分國中學生幾乎每天都使用行動載具，國小學童則是每周約有3-4天的時間使用行動載具。利用SmartPLS統計套裝軟體針對問卷回收的資料進行分析檢定，研究顯示：
1.「使用態度」、「主觀規範」及「知覺行為控制」對於國小學童使用行動載具進行行動學習的「行為意圖」有顯著的影響，只有「使用態度」對於國中生進行行動學習的「行為意圖」有顯著的影響。
2. 「資訊素養」對於國小學童之「使用態度」有顯著影響，但是對於國中學生則無顯著影響
3. 「家庭資源」對於國小學童之「知覺行為控制」有顯著的影響，但對於國中學生則無顯著影響
4. 「同儕影響」對於國小學童之「主觀規範」有顯著的影響，但對於國中學生則無顯著影響
5. 「家長影響」對於國中學生之「主觀規範」有顯著的影響，但對於國小學童則無顯著影響。

The purpose of this research is to investigate the intention to use M-Learning among elementary and middle school students. The research model developed based on Decomposed Theory of Planned Behavior (DTPB) with information literacy and family resource. Using SPSS statistical software for data analysis, including descriptive statistics, Chi-square test and correlation analysis, the result indicates: 1) Most students ever use mobile device before the experience. 2) Most middle school students use mobile device every day, however elementary school students only use mobile device 3-4 days in a week. 3) "Weekly use time on mobile device" has significantly differences between elementary and middle school students. 4) It has no significantly relationship between "Weekly use time on mobile device" and "Parents’ education background". 5) "Ever used mobile device" has no significantly differences between elementary and middle school students. 6) It has significantly relationship between "Weekly use time on mobile device" and "Student’s family economic situation"

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