隨著新興資訊與傳播科技的興起，近年來已有許多企業將行動科技導入員工教育訓練，規劃及推動使用行動載具進行無所不在的學習。企業若能夠有效使用行動教育訓練，對於組織本身及員工個人皆有正向助益，因此若能深入探究員工對於行動教育訓練的接受程度、使用意願、以及相關的影響因素，應能有效協助企業推動行動教育訓練。基於此，本研究應用計畫行為理論，以台灣F產險公司員工為研究對象，使用問卷調查方法，探究其對於行動教育訓練之行為意向及其影響因素，並探討不同背景因素接受行動教育訓練的態度、主觀規範、知覺行為控制及行為意向之差異。研究結果顯示：(1)產險公司員工對於行動教育訓練的接受程度為尚可；(2)提升員工對於行動教育訓練的態度為影響使用行動教育訓練行為意向的關鍵因素；(3)員工使用智慧行動裝置的能力，為影響產險員工使用行動教育訓練的重要因素；(4)高自我效能和中自我效能員工為企業推動行動教育訓練的優先對象，且針對低自我效能的員工，若以組織規範角度切入，將提升其使用行動教育訓練的意願。依據研究結論，提供對產險公司員工使用行動教育訓練的行為意向與影響因素的三點建議，作為企業推動行動教育訓練的方向；及對未來研究的三點建議，作為後續研究者於研究行動教育訓練的行為意向及影響因素研究之參考。

Due to new progressive information and communication technology, mobile technology has been applied in mobile educational training for enterprise staff training programs in recent years. Also, Enterprise increases the mobile device usage leading to a constantly mobile learning system. An efficient mobile educational training program is beneficial to enterprises and employees. Therefore, a study of influential factors including the acceptance and willingness of employees’ intention of mobile educational training is helpful for enterprises. For that reason, this research uses the Theory of Planned Behavior to indicate the behavioral intention and influential factors of mobile educational training for the employees of Taiwan F Property and Casualty insurance company with questionnaire survey. In addition, the analysis figures out the difference in various backgrounds of employees’ attitude of taking mobile educational training, subjective norm, perceived behavior control and behavioral intention. The results of the research showed that: (1) The acceptance of taking mobile educational training is passable for the staff of the research company. (2) The critical factor which influential of the behavioral intention of mobile educational training is improving the employees’ attitude of mobile learning. (3) Employees’ capability of using mobile device is the most important to have effective mobile educational training. (4) The high self-efficacy and medium self-efficacy employees are the first priority to conduct the mobile educational training. However, for low self-efficacy employees, the organization criterion setting is effective to increase the willingness of taking mobile educational training. According to the conclusion of the study, three recommendations that relative to employees’ the behavioral intention and influential factors of mobile educational training are referred to the research company. Besides, three proposals for the further analysis are advised to the researcher who interested in the behavioral intention and influential factors of mobile educational training.

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