摘要：AbstractThis research uses a correlational analysis. The objective of this study is to design a framework of the causal relationship model of the technology acceptance process of learning innovation in the 21STcentury for graduate students. The research methodology is divided into two sections. The first section involves a synthesis concept framework for process acceptance of the causal relationship model of the technology acceptance process of learning innovation in the 21STcentury for graduate students. The second section proposes the design concept framework of the model. The research findings are as follows:1)The exogenous latent variables included in the causal relationship model of the technology acceptance process of learning innovation in the 21STcentury for graduate students are self-efficacy and perceived organizational support.2)The mediating latent variables of the causal relationship model of the technology acceptance process of learning innovation in the 21STcentury for graduate students are the TAM Model: this includes four components: 1) perceived usefulness, 2) perceived ease of use, 3) attitudes and 4) behavioral intention to use the model.3)The outcome latent variables of the causal relationship model of the technology acceptance process of learning innovation in the 21STcentury for graduate students are actual use, online learning acceptance and student satisfaction.
