Facebook已成為全球最大的社交網站，在台灣也有快速的成長，並促成眾多虛擬社群的興起。其中「台灣教育與科技噗浪客」(Taiwan Plukers on Education and Technology; TPET)為全台最大也最熱門的Facebook資訊教育虛擬社群，提供全台及海外華語教師交流、討論、與經驗分享的空間。然而虛擬社群的永續發展有賴成員的情感承諾與積極參與，才能發揮最大的效益。

為充分瞭解TPET成員的動態參與行為，本研究以「刺激-運作-反應」（Stimulus-Organism-Response; SOR）模式為基礎，並以多重準則決策分析法之DEMATEL-Based ANP（DANP）為主要分析工具。在資訊飽和原則下，訪談TPET社群之14位積極參與成員，以深入探討資訊系統屬性、成員對社群之情感與認知、及參與行為等構面與相關因素間之動態關係。

本研究主要發現可列舉如下：（1）資訊系統特質中，知覺易用影響知覺有用，且知覺美學影響知覺娛樂；（2）改善資訊系統特質有助提升社群參與行為；（3）參與行為構面中以學習最具挑戰性；（4）參與結果以信任最為關鍵；（5）訪談專家皆重視成員參與行為；及（6）忠誠度與鼓吹為TPET社群的終極目標。本研究的結論可以提供TPET管理者有效決策參考，以改善成員參與行為，並促進社群之永續發展，最終提昇教師教學品質，發揮教育創新價值。

Facebook has become the world''s largest social networking site, it also owns rapid growth in Taiwan, and contributes to the rise of many virtual communities. Where "Taiwan Plukers on Education and Technology (TPET) is Taiwan''s largest and most popular Facebook based virtual communities with the aim of providing a platform for Taiwan and overseas Chinese teachers to exchange, discussion and knowledge sharing. However, the sustainable developments of this community depends on members’ affective commitment and active engagement behavior to obtain the most potential benefits.

In order to get insights of the dynamics of TPET members’ engagement behavior, this study bases on the “Stimulus-Organism-Response” (SOR) and adopts the multi-criteria decision analysis method, DEMATEL-Based ANP (DANP). Under the principle of theoretical saturation, 14 active TPET members were interviewed in depth to investigate the dynamic relationship among dimensions and factors related to information system (IS) characteristics, members’ emotion and cognition, and engagement behavior.

Major findings of this study can be listed as follows: (a) in terms of IS characteristics, perceived usefulness affects perceived ease of use, and perceived aesthetic influence perceived entertainment; (2) improving IS characteristics can enhance engagement behavior; (3) learning is the most challenging factor in engagement behavior dimension; (4) trust is the most essential factor for engagement results; (5) all interviewed experts place high emphasis on engagement behavior; and (6) loyalty and advocacy are two ultimate goals of TPET. These conclusions can provide helpful guidance for TPET managers’ decision making regarding to enhance members’ engagement behavior and promote the sustainable development of the community, and ultimately improve the quality of teaching to create more innovative educational value for students.

目錄 i
表目錄 iii
圖目錄 iv
第一章 緒論 1
1.1 研究背景與動機 1
1.1.1 虛擬社群快速成長 1
1.1.2 虛擬社群的參與行為 1
1.1.3 虛擬社群與教育噗浪客 2
1.2 研究目的與問題 2
1.3 研究流程 3
第二章 文獻探討 4
2.1 虛擬社群與社交網站 4
2.1.1 社群 4
2.1.2 虛擬社群 4
2.1.3 虛擬社群的類型 5
2.1.4 社交網站 5
2.2 刺激-運作-反應模式 6
2.3 刺激相關變數 7
2.3.1 實用屬性 8
2.3.2 愉悅屬性 8
2.4 運作相關變數 9
2.4.1 顧客參與的定義與本質 9
2.4.2 顧客參與主要流程 10
2.4.2.1 學習 10
2.4.2.2 知識分享 11
2.4.2.3 鼓吹 11
2.4.2.4 社會化 11
2.4.2.5 共同發展 11
2.5 反應相關變數 12
2.5.1 賦權 12
2.5.2 滿意度 13
2.5.3 信任 13
2.5.4 情感承諾 13
2.5.5 忠誠度 14

第三章 研究設計與實施 15
3.1 研究架構 15
3.2 研究變數定義與衡量項目 16
3.2.1 實用屬性 16
3.2.2 愉悅屬性 17
3.2.3 參與行為 18
3.2.4 參與結果 19
3.3 問卷設計 20
3.4 研究對象 20
3.5 資料分析方法 21
3.5.1 DEMATEL 21
3.5.2 ANP 24
第四章 研究分析 26
4.1 專家的代表性 26
4.1.1 專家的背景 26
4.1.2 適合的樣本數 27
4.2 應用DEMATEL建立網路關係圖 28
4.3 應用DANP獲得準則之權重 35
4.4 結果及討論 37
4.4.1 DEMATEL分析結果 37
4.4.2 DANP分析結果 39
第五章 結論與建議 40
5.1 研究結論 40
5.2 學術意涵及管理意涵 40
5.2.1 學術意涵 40
5.2.2 管理意涵 41
5.3 研究限制與未來發展 41
參考文獻 42
附錄 53

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