本研究以公務人員為對象，以整合型科技接受使用理論為基礎，探討公務人員參加同步視訊訓練意圖的影響因素，並以課程類別作為調節變項，本研究目的為了解公務人員參加同步視訊訓練意圖的影響因素，以及對於不同課程類別是否會影響其參加同步視訊訓練意圖，期能提供辦理訓練單位相關精進作法。
本研究以線上問卷方式進行調查，共計回收有效問卷304份。問卷回收後使用統計軟體SPSS 23.0與AMOS 26.0進行量化分析，研究結果顯示：(1) 學員知覺同步視訊課程有效性、知覺同步視訊課程易用性/便利性與社會支持性會正向影響其參訓意圖；資源設備對同步視訊訓練之助益性不會正向影響學員的參訓意圖。(2) 課程類別對於知覺同步視訊課程有效性、知覺同步視訊課程易用性/便利性與策會支持性與學員的參訓意圖之關係具有調節效果。本研究依據結論認為設計合適的同步視訊訓練課程內容、持續提升同步視訊訓練課程便利性與機關鼓勵所屬人員參加同步視訊訓練課程可提升其參訓意圖，並依據不同課程類別強化同步視訊訓練辦理方式，進而使公務人員訓練方式多元化，期能擴展公務人力訓練量能，提升國家人才素質。

This study focuses on public servants and is based on the Unified Theory of Acceptance and Use of Technology. It investigates the factors that influence public servants' intention to participate in remote synchronous learning and examines the moderating effect of course categories. The purpose of this study is to understand the factors influencing public servants' intention to participate in remote synchronous learning and whether it varies across different course categories, with the aim of providing relevant training units with improved practices.
The study conducted a survey using an online questionnaire and collected a total of 304 valid responses. Quantitative analysis was conducted using statistical software SPSS 23.0 and AMOS 26.0. The results showed that: (1) Learners' perception of the effectiveness and ease of use /convenience of remote synchronous learning, as well as their perceived social support, positively impact on their intention to participate in training. However, the hypothesis that the benefit of resource and equipment for remote synchronous learning positively influences learners' training intentions did not hold true. (2) Course categories have a moderating effect on the relationship between learners' perception of the effectiveness and ease of use /convenience of remote synchronous courses, social support, and their intention to participate in training.
Based on the conclusions, this study suggests that designing appropriate content for remote synchronous training courses, continuously improving the convenience of remote synchronous learning courses, and encouraging employees to participate in such training can enhance their willingness to attend. Additionally, different approaches to remote synchronous training should be strengthened based on course categories, thereby diversifying the training methods for public servants. This is expected to expand the training capacity of the public service and improve the quality of the national talent pool.

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