本研究旨在探討一般成人與高齡者參與數位科技課程知覺有用性、知覺易用性、學習滿意度與活躍老化的現況，並分析變項間的影響。主要目的在了解：一、成人與高齡者參與數位科技課程、知覺易用性、知覺有用性與學習滿意度/活躍老化之現狀為何？；二、不同社經背景變項的成人與高齡者參與數位科技課程、知覺易用性、知覺有用性與學習滿意度/活躍老化之差異情形為何？；三、成人與高齡者參與數位科技課程、知覺易用性、知覺有用性與學習滿意度/活躍老化之關聯性為何？；四、成人與高齡者參與數位科技課程、知覺易用性、知覺有用性對於學習滿意度/活躍老化之預測力為何？本研究採用問卷調查法，以「知覺有用性量表」、「知覺易用性量表」、「學習滿意度量表」與「活躍老化量表」作為研究工具，以台北市某大學推廣部一般成人與高齡者學員為對象，採取便利抽樣的方式，共取得有效樣本768份。所得資料以描述統計、t考驗、單因子變異數分析、皮爾遜積差相關及多元迴歸等統計方法驗證本研究假設。
本研究得到的結論如下：
一、不同背景變項的成人與高齡者在知覺有用性上有顯著差異。
二、不同背景變項的成人與高齡者在知覺易用性上有顯著差異。
三、不同背景變項的成人與高齡者在學習滿意度/活躍老化上有顯
著差異。
四、成人與高齡者知覺易用性、知覺有用性與學習滿意度/活躍老
化有顯著相關。
五、成人與高齡者知覺有用性對學習滿意度/活躍老化具有顯著預
測力。
六、成人與高齡者知覺易用性對知覺有用性與學習滿意度/活躍老
化之關係具有正向顯著調節效果。
根據研究結果，可對於一般成人與高齡者進行終身學習之活動有所幫助，亦對社會教育機構能有參考意義。

The main purpose of this study were to explore the current situation of the perceived usefulness, perceived ease of use, learning satisfaction and active aging of the general adult and the elderly in digital technology courses. This study adopted the questionnaire-survey approach. Samples were selected by convenience sampling and investigated by structure questionnaire. A total of 768 valid samples were obtained from the general adult and senior trainees in one school of continuing education of univsrsity in Taipei. The data were used to validate the hypothesis of this study by statistical methods such as descriptives, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple regressions.
The study came to the following conclusions through the statistic analysis:
1. Personal variables of adults and elderly people in the perception of usefulness were significantly different.
2. Personal variables of adults and elderly people in the perception of ease of use there are significant differences.
3. Personal variables of adults and elderly people in learning satisfaction / active aging were significant difference.
4. There are significant correlation between adult and elderly people aware of ease of use, perception of usefulness and learning satisfaction / active aging.
5. The perceived usefulness of adult and elderly people has positive impacts on learning satisfaction/active aging.
6. The perceived ease of use of adult and elderly people has moderator impacts on relationship of perceived usefulness to learning satisfaction/active aging.
According to the findings, it can be helpful to the activities of lifelong learning for the elderly and the elderly. It is also of reference to social education institutions.

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