本研究旨在檢驗大學生不同羽球運動階段之科技接受模式的表現。以瞭解大學生參與羽球運動之不同階段之行爲機制的變化情形。本研究採立意抽樣方式，選取臺灣中部6所大專校院選修羽球課之學生爲研究對象，問卷調查分析後，有效問卷爲517份。經LISREL線性分析檢定，結果發現：維持期學生、意圖期學生的知覺易用性會負向影響到行爲態度的表現。維持期、行動期、準備期、意圖期、無意圖期、全體等學生的知覺有用性會正向影響到行爲態度的表現。維持期、行動期、準備期、全體等學生的行爲態度會正向影響到行爲意圖的表現。維持期、行動期、準備期、全體等學生的行爲態度會正向影響到行爲意圖的表現。最後根據結果進行討論，驗證理論與應用，以及作爲體育教學行政單位的參考，並提出日後研究方向建議。

This research aimed to examine the performance for model tests on technology acceptance among college students during various stages of badmintons. It was meant to understand the changes of behavioral mechanisms during various stages for college students involving in badminton sports. This research was conducted with purposive sampling. Experimental subjects were selected among students taking selective badminton courses from 6 mid-Taiwan colleges. After questionnaire analysis, there were 517 valid replies received. After LISREL linear analysis, some facts were shown as below. Among students during both the maintenance phase and the intention phase, their perceived ease of use negatively affected the performance of behavioral attitude. Among students separately during the maintenance phase, the action phase, the preparation phase, the intention phase and the precontemplation phase, all of their perceived ease of use positively affected the performance of behavioral attitude. For students during the maintenance phase, the action phase and the preparation phase, all behavioral attitudes positively affected the performance of behavioral intention. For students during the maintenance phase, the action phase and the preparation phase, all behavioral attitudes positively affected the performance of behavioral intention. Finally, based on research results, the discussion was further conducted to examine relevant theories and applications with reference available for administrative units of physical education. Also, research results were further proposed for upcoming research effort.