本研究比較兩岸數位出版專業領域學生的新科技學習行為，研究方法採用問卷調查法及專家訪談法，問卷調查對象為大陸及臺灣數位出版專業領域各363及285位大學生進行施測，並安排5位大陸授課教師及3位臺灣授課教師進行專家訪談。問卷調查工具方面，問卷設計以Fishbein、Ajzen（2010）的計畫行為理論（theory of plan behavior）為基礎，結合科技接受模式及社會認知理論觀點，同步發展適合兩岸文化用語的數位出版專業領域新科技學習行為問卷，經過專家修訂後進行施測。專家訪談工具方面，以Mishra、Koehler（2006）的科技學科教學知識理論框架（technological pedagogical and content knowledge framework）為理論基礎，研擬訪談大綱，訪談後編碼覆校分析研究結果。統計分析方法使用描述性統計、相關、驗證性因素分析及結構方程模式的多群組比較分析等方法，進行資料統計分析。研究結論歸納以下3點：1. 兩岸數位出版專業領域新科技學習模式的行為意向對學習行為皆無顯著中介影響效果，未能完全符合理論模式，可能原因是兩岸大學生的學習行為受到自我評價的影響，或受限於授課教師課程活動的安排；2. 兩岸數位出版專業領域新科技學習模式有差異，且變項間因果關係不同，研究認為是受到兩岸師生軟體應用多元性與自主性差異所造成的影響。3. 兩岸各自具有不同的教育及資訊文化，研究結果認為兩岸可以各自發展有利的大學生學習及教師教學型式，大陸教師應適當提升學生新科技使用的多元性，臺灣教師應適當透過新科技增加與學生之間的互動，同時，兩岸教師皆應努力營造學生良好的新科技學習經驗，建立學生正向的專業自我評價。

This research compared the new-technology learning behaviors of students from both sides of the straits. The study employed both the questionnaire method and the expert interview method. The questionnaire targeted 363 university students from the mainland and 285 university students from Taiwan. All of them specialize in the digital publishing field. Five mainland lecturers and three Taiwanese lecturers were invited to conduct the expert interviews. In regard to questionnaire tools, the design of the questionnaire was based on the theory of plan behavior by Fishbein & Ajzen (2010). The questionnaire adopted the Technology Acceptance Model (TAM) and took into account social cognitive views. The terminologies of the digital publishing domain were also localized to reconcile any cultural discrepancies between each place. The final version of the questionnaire underwent expert revision. As to the expert interview tools, the outline of the interviews was designed based on the technological, pedagogical, and content knowledge framework proposed by Mishra and Koehler (2006). The data collected were then reviewed using code analysis. The data collected were analyzed using such analysis methods as descriptive statistics, correlation analysis, and confirmatory factor analysis, as well as the multi-group structural equation modeling technique.　The study reached three conclusions. First, there was no remarkable mediation effect difference between the behavioral intention and actural learning behavior displayed by the digital publishing students from each place; these results were not fully consistent with theory, a probable cause for which was that the learning behaviors of the university students from both sides were influenced by self-evaluation or were limited by the curriculum arrangements made by the lecturers. Second, there were differences between the modes of learning in the digital publishing domain in each place and the causal relationships between variables were not consistent; the researchers believe that the study was influenced by the diversity of software applications used by the teachers and students in both places and the variation in the degree of autonomy in both places. Third, both places enjoy educational and information cultures of their own; the research results showed that both places were capable of developing their own favorable ways of learning and teaching. While teachers in the mainland should enhance the diversity of new technologies students come in touch with, teachers in Taiwan should increase their degree of interaction with students with the help of new technologies. Meanwhile, teachers from both sides should do their best to create a favorable learning experience about new technologies for students and enable them to conduct self-evaluation in a professional manner.

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