e-Portfolio平台提供學生記錄各種學習檔案，能幫助學生在學習上反思，並提升學習成效，e-Portfolio是一種社會學習環境，學習者能與學習夥伴進行社會學習活動，發揮協同學習的效果。本研究提出「學習夥伴推薦服務」(Learning Companion Recommendation Service, LCRS)，以正規化概念分析(Formal Concept Analysis, FCA)計算學習樹相似度，推薦學習領域相似的學習夥伴，以增加互動機會而形成社群。
本研究以科技接受模型結合資訊系統成功模型的「資訊品質」與「服務品質」以及加入「主觀規範」等因素，提出探討LCRS對學習者使用e-Portfolio意願的影響的研究模型，研究變項有六個部份，分別為「推薦服務資訊品質」、「推薦服務服務品質」、「主觀規範」、「推薦服務認知易用性」、「推薦服務認知有用性」及「e-Portfolio使用意願」。在進行e-Portfolio教育訓練之後，以實體問卷施測取得樣本資料。研究結果顯示「推薦服務資訊品質」對於「推薦服務認知易用性」與「推薦服務認知有用性」有正向顯著影響；「推薦服務服務品質」對於「推薦服務認知易用性」與「推薦服務認知有用性」有正向顯著影響；「主觀規範」對「推薦服務認知易用性」與「推薦服務認知有用性」有正向顯著影響；「主觀規範」、「推薦服務認知易用性」與「推薦服務認知有用性」對「e-Portfolio使用意願」有顯著正向影響。整體而言LCRS對於學生使用e-Portfolio的意願有正向影響。

Electronic portfolio (e-Portfolio) platform provides students a place to record their learning portfolios. E-Portfolios can facilitate learners’ reflection on learning and enhance their learning effects. E-Portfolio platform is a social learning environment where learners can have social learning activities with their companion and exert collaborative learning. This research proposed Learning Companion Recommendation Service (LCRS), and used Formal Concept Analysis (FCA) to calculate the similarity of learning trees. LCRS can recommend learning companions in similar learning area and increase interactions between learning companions.
This research proposed a model which discussed whether LCRS had influences on learners’ willingness to use e-Portfolio. The proposed model was based on Technology Acceptance Model (TAM), “information quality” and “service quality” of Information System Success Model (IS Success Model) and “subjective norm”. The variables in this research were “information quality of LCRS”, “service quality of LCRS”, “subjective norm”, “perceived ease of use of LCRS”, “perceived usefulness of LCRS”, and “use intention of e-portfolio”. After e-portfolio training courses, learners responded the questionnaire. The results showed that “information quality” had significant influence on “perceived ease of use of LCRS” and “perceived usefulness of LCRS”; “service quality of LCRS” had significant influence on “perceived ease of use of LCRS” and “perceived usefulness of LCRS”; “subjective norm” had significant influence on “perceived ease of use of LCRS” and “perceived usefulness of LCRS”; “subjective norm”, “perceived ease of use of LCRS” and “perceived usefulness of LCRS” had significant influences on “use intention of e-portfolio”. In general, LCRS positively influenced learners’ willingness to use e-Portfolio.

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