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自從二十世紀末以來，管理學者就開始高倡環境不再穩定，企業必須做出相應的改變，才能維持競爭優勢，持續生存下去。為了適應當今的動盪環境，企業發展出網絡式組織的型態，甚至形成跨越組織、互補共存的「平台」與「社群」。同時，企業也發覺自己無法掌握所有的創新靈感、人才、資源，必須跨越組織的疆界，向外尋求協助，進行「開放式創新」。新型態的組織正在成形，尤其發生在高知識密集或者高科技產業中。台灣以高科技產業聞名事業，供應鏈佈局全球，不久的未來(甚至是現在)極有可能產生諸多新型態的組織，因此我們不得不重視這樣的趨勢。 本論文在文獻探討的部分，把焦點放在三大議題上：開放式創新、平台企業、協作社群。吾人試圖尋找這些互異現象的整合架構，從學者的文獻中規納理論架構，找出形塑「開放平台」的重要面向，分別是「核化」與「拔尖」。接著以NTT DoCoMo從1990年代開始發展的i-mode平台，以及IBM在2005年成立的Blade.org社群作為分析個案，用以證實該理論架構的可行性。 最後，本論文歸納出以下結論：首先，企業建構平台時，須運用組織內部資源，但擺脫組織惰性；其次，當企業本身對平台控制程度高時，由企業來形塑平台的使命陳述。企業本身對平台的控制程度低時，平台需要有替代機制，為平台擬定發展方向；第三，發展平台須掌握最小限度的控制，最大程度的發揮；第四，尋求外部連結必須儘量跨越產業，讓平台有更多不同的應用，使平台擴大；第五，平台的形塑過程是個動態過程。 / Management scholars claim the business environment has been dramatically change since the end of 20th century. Enterprises have to respond the transformation of such environment in order to pursue the sustainable advantage and constant deveplopment. To adapt to the dynamic and using knowledge efficiently and effective, enterprise has changed from bureaucracy to networking and cross-boundary organization, which are the so-call platform or community type organization. In the meantime, enterprises gradually find out that they are unable to deal with all the ideas, human resources and corporate assets. Instead, they have to cross the boundary, seek assistance from outside innovators. New type of organization is going to emerge, especially in the knowledge-intensive or high technology industries. Taiwan is world-famous for its development of high technology industry. Also, networking connections among the high-tech companies are widely expanding all over the world. Therefore, it is expectable that the new type of organization will be formed in Taiwan in the near future, and it worthwhile for us to pay attention to the trend. In the content of this paper, the literature review is primarily focused three major issues: open innovation, platform enterprises and collaborative communities. This paper has tried to put the three different kinds of system into an integrated framework, together with inclusion from the scholars' theories, to conclude that an open platform can be formed in two dimensions. These two dimensions are called "coring" and "tipping". To conduct a case study, the research also chose for purpose of analysis and attempted to prove the feasibility of the integrated framework. The cases were obtained from business operational phenomena of companies respectively: i-mode which is owned by NTT DoCoMo, and Blade.org, which is owned by IBM. The research came to the conclusions in five aspects. First, while building the open platform, enterprise should manipulate the resource of the existing business and try to shed the inertia as well as the bureaucracy. Second, a platform leader has to mould the mission statement for the platform controlled by the leader in a great degree. If the platform is not close to the leader, the leader has to create a substitute institution to replace the function of the leader. Third, a manager has to maintain minimum control to facilitate the members of the platform to develop the function and performance heartily by their own. Fourth, a platform leader should try its best to connect with the outside innovation across the industries and develop various applications for easy access. Fifth, formation of the open platform is always a dynamic process.

本研究主要透過縣政府提出後龍科技園區土地開發案的規劃過程中，首先，企圖從規劃典範的不同思考範疇背後的規劃價值進行對話，縣政府與民眾之間價值立場的不同，並詮釋不同規劃選擇價值的發展脈絡，進一步分析縣政府與灣寶社區之資訊與權力的關係，提出現今規劃制度和實際狀況可能面臨瓶頸和課題。其次，從民間社會的角度和立場，「為真實而規劃」的規劃價值核心，重視保留公眾決定「開放的討論」、問題與議題「框架」的界定，而不全然由規劃者(開發單位)決定議程與議題。因此透過協作規劃操作、慢城治理，以及公民環境論的架構之下，重新審思灣寶社區規劃趨向農村永續社區發展的可能。最後，在行動研究的動態過程中，依據研究者的行動研究結果和協作規劃的模式，提供灣寶永續社區的可行途徑，俾利提供永續社區發展其規劃的實踐和方向，總整所述：(一)、縣府在不同權力的展現方式與資訊誤導的面向，構成不同的障礙與限制，突顯在規劃過程的參與者不僅因錯誤資訊被誤導、溝通扭曲的現象，甚至受到政治力量的操縱，這個部分尚須要有嚴謹的監督機制應對和公民積極參與規劃方案，在溝通過程避免官僚術語並協助民眾解析規劃的重要課題，以及鼓勵公眾參與規劃方案進行評估和辯論，使規劃過程更民主和公開。(二)、「灣寶可以的未來」透過公民環境論之「參與者過程」、「社區規劃」、「環境教育」、「生態產業」、「環境正義」、「場域」等六個構面來引導灣寶社區的規劃藍圖和想像，有別於由上而下和技術主義為中心，以有限的權力下放，並強調公民有資訊和詢問政策的權利，顯現由下而上的協作規劃方式賦於社區多元治理模式，並結合慢城治理探索灣寶社區的多元性價值，提適合農村發展的另類社區治理模式，符合現今快速變遷社會和環境的挑戰。(三)、規劃是一種「動態、政治、空間、社會改革」的過程，在規劃教育過程應重視和重新認識整體真實社會的發展，將多元價值納入規劃的評估和考量，並尊重和學習認同在地的真實聲音，透過協作的合作模式一起思考規劃未來社區的藍圖。

本研究的主要目的在探究以想法為中心的教學設計對大學生學習歷程與知識信念的影響。本研究透過知識論壇 (Knowledge Forum，KF) —一個以知識翻新（knowledge-building）教育理念為核心所建立的數位學習平台—來記錄學生的學習歷程。研究設計採個案研究法，以一個班級為研究單位，藉由多元資料的蒐集，以深入瞭解知識翻新教學對大學生在學習歷程上的影響。研究對象為某大學修習「生活科技概論」課程之22位學生。 資料來源包括：(1) 知識論壇上的學習筆記(note)—即學生整學期在知識論壇平台上的貼文與對話記錄；(2) 期末科技成品與影音記錄—即課程中學生所設計科技產品的期末發表; (3) 期末反思—即學生的期末學習心得; (4) 知識信念問卷(Chan & Elliott, 2004)的前後測資料。 本研究依據資料分析結果提出以下三點主要結論: (1)協作式的知識共構活動可以幫助學生跳脫傳統以個人為中心的學習方式，並進而以集體想法交流的形式來共構知識；(2) 從學生在科技產品上的創意表現可知，學生已逐漸能體認到知識是可以被創造的，人人都有能力創造知識；(3) 學生經過一學期的知識建構過程後，在知識信念上也有部分轉變，特別是在「天賦能力」的面向上，傾向學習能力並非天賦且不可改變的觀點。 根據上述結論，本研究在教育實務上提出以下三點建議：(1) 教師應多運用想法中心的教學設計，以培養有自主想法的學生，並藉此激勵學生積極參與學習社群中的知識共構活動；(2) 教師應將知識創造的能力視為學生學習的關鍵能力，以培養學生面對未來職場所需的競爭力；(3) 師資培育機構應注重師資培育生在知識信念上的發展，並協助其養成更具建構取向與學生中心的教學信念。 關鍵詞：想法中心、電腦支援協作學習、知識翻新、知識信念、主動學習 / The purpose of this research was to investigate the effects of idea-centered education on college students’ learning progress and change in epistemological beliefs. An online collaborative knowledge-building environment—Knowledge Forum (KF)—was employed in this study to document the process of students’ idea generation and development, as well as their belief change. This study employed a case-study design, using a college class as a unit for investigation, with multiple datasets collected to understand how knowledge building might affect students’ learning process and outcome. Participants were 22 students (16 females and 6 males) who took a course titled “Introduction to Living Technology” in a university, Taiwan. Major data sources include: (1) Students’ online discourse recorded in a KF database; (2) Students’ final presentations about the technology products they designed (the presentations were videotaped); (3) An open-ended survey employed to elicit students’ reflection on what they did and learned from this course; (4) A belief questionnaire, adopted from Chan & Elliott (2004), which was administered in the beginning and at the end of the course. There were three main findings: (1) An idea-centered approach was found helpful for students to move away from individual-based learning to taking more collective responsibility in their knowledge advancement. It was found that with support of KF, students were able to engage in continuous idea exchange and improvement; (2) As evidenced in students’ performance on the design of creative technology products, it was suggested that students have gradually realized that knowledge can be created and that all humans has potential to create knowledge; (3) After doing knowledge-building for a whole semester, the participating students also shifted their’ beliefs to become less inclined to believe in inborn ability as a fixed quality. Building on the findings, this study made the following suggestions: (1) To foster student capacity for more autonomous learning and collaborative knowledge building, teachers should try to encourage students to work with ideas and to engage them in sustained idea improvement; (2) Teachers should regard knowledge creation as a key ability that students need to acquire in order to face the competitive workplace in the future; (3) Teacher education programs should pay attention to the development of students’ epistemological beliefs, and to help student develop a more constructivist-oriented and student-centered teaching beliefs. Keywords: idea-centered, CSCL, knowledge building, epistemological beliefs, active learning

本研究主要目的為探究知識翻新教學對學生知識共構歷程與想法概念理解的影響。以知識翻新原則（knowledge building principles）為教學理念（Scardamalia, 2002），輔以知識論壇(Knowledge Forum™)的教學設計，提供一個電腦支援協作學習的線上環境，幫助學生體驗與想法互動、想法共構與翻新想法的過程，並紀錄學生多元的想法。本研究採個案研究法，研究對象為某國立大學的學生（N=41），教學時程為一學期。資料來源與分析包含：(1)知識論壇平台活動情形--透過知識論壇分析工具與社會網絡分析法來瞭解學生在平台上的活動量與互動關係；(2)知識論壇中學生想法互動貼文--透過Dean, Hender, Rodgers與Santanenm（2006）建立的想法品質評估量表，以新穎性、可行性、關聯性與具體性四個面向進行學生想法的評分，另外也採用Garrison, Anderson與Archer（2001）提出的實用探索模式，將學生想法分為引發事件、探索、整合、決議四個探索層次進行分析；(3)想法概念開放式問卷前後測--由學生的回答進行開放式編碼，搭配Popper（1972）三個世界知識論（3-World epistemology）的理念框架進行分析。研究結果發現：(1)知識翻新與知識論壇輔助的教學設計，能幫助學生產生想法、進行想法互動，提升想法層次；(2)在知識翻新教學環境下，能提升學生對於想法概念的多元理解，並逐漸將想法視為可被交換與運用來解決真實問題的具體產物；(3)品質與數量並重的想法共構歷程，與學生對於想法概念的理解程度有相輔相成的可能性；(4)知識翻新學習環境，能促使學生提出多元化的想法，透過探索與整合進行知識共構。以上結果顯示，知識翻新環境提供了一個開放討論的空間，讓學生願意分享想法，使想法有改進的可能；此外，也讓學生在過程中，對於想法概念的理解更多元，也更認同想法是具體且共有的社會實體。 / The purpose of this research was to investigate the effects of knowledge building pedagogy on college students’ understanding of the concept of ‘ideas’. Knowledge building principles (Scardamalia, 2002) and Knowledge Forum (KF) technology were employed to support and record the process of idea generation, idea co-construction and idea elaboration. This study adopted a case study design. Participants were 41 undergraduates who engaged in a course titled “Introduction to Living Technology” for one semester. Data sources and analyses included: (1) students’ online activities in KF, which was assessed using Analytic Toolkit and social network analysis in order to understand the process of interaction among students; (2) students’ online discourse data, which were scored using idea evaluation scale (see Dean, Hender, Rodgers & Santanenm, 2006) including four dimensions--novelty, workability, relevance and specificity; moreover, students’ ideas were content-analyzed using practical inquiry model including four levels--triggering event, exploration, integration and resolution (Garrison, Anderson & Archer, 2001); (3) pre-post survey with five open-ended questions that assessed students’ understanding of the concept of ‘idea’ in several aspects (e.g., definition, purpose, and source); moreover, students’ answers were analyzed by open coding using Popper’s three-world epistemological framework. The findings were as follows: (1) knowledge building and technology was found helpful for students to generate ideas, facilitate idea interaction and improve ideas; (2) engaging students in knowledge building was likely to enhance students’ diverse perceptions about ideas, and students tended to see ideas as improvable objects of value for potential knowledge construction; (3) idea co-construction processes, emphasizing both the quality and quantity of ideas, were also likely to enhance students’ diversified perceptions about ‘ideas’; (4) knowledge building environment was beneficial for students to implement knowledge co-construction through exploration and integration. To conclude, knowledge building environment provided an open space for students to share ideas and made idea elaboration more easily; besides, via co-construction process, students’ understanding of the concept of ‘idea’ becomes more diverse, and tended to recognize ideas as tangible, social epistemic entities.

籃球場上背後妙傳常是得分的關鍵，那種流暢的默契也是所有團隊協作者夢寐以求的境界。這種默契絕非一蹴可幾，而是有賴團隊成員透過持續互動而共同培養出來的；有默契的成員以類似的方式解讀任務環境且彼此了解，基於這種共通理解，團隊成員不須外顯的溝通就能精準預測夥伴下一步的行動，藉此做出相容互補的行為。如此透過成員互動培養出來的共通理解即團隊共享心智模式(team mental model, TMM)。 TMM過往在球隊、飛航、航管、作戰等行動團隊方面有紮實的研究，卻鮮少成功應用在以整合不同知識為目標的團隊上，這在跨領域協作越來越重要的趨勢下是很可惜的。本研究即在延伸TMM對話田野的呼籲下，探索跨領域團隊形成TMM的歷程。 研究採單一個案研究法，透過半開放式訪談，和專案成員共同回溯專案二十二個月過程中的事件，以及互動過程中的心境。彙整訪談逐字稿以重建專案歷程後，本研究得到以下結論： 一、跨領域專案團隊有一先行者，先行者心中的初始構想形成團隊發展TMM的基本方向。 二、一構想成為TMM成分，是該構想從「出現為議題」，轉變成「隱藏為前提」的過程。 三、成為TMM成分的構想以專案團隊特有的術語呈現在日常討論或行動中。 四、被團隊捨棄的和被接受的構想都是TMM的成分，影響團隊後續的討論和行動。 五、TMM是以核心/中介/周邊順序疊層起來的共形結構，核心TMM相對穩定，並透過中介TMM界定各成員/次團隊的介接規則，各成員/次團隊據以發展周邊TMM。 六、在核心/中介/周邊結構TMM下，成員共享的知識有些相同，有些重疊，也有些互補分布在不同成員間，卻不致彼此衝突或背離整體任務目標。 七、跨領域專案團隊是先就任務模式培養共通理解，然後據以發展協調模式。 在理論方面，本研究放鬆了過往TMM研究的外部預設最佳解、任務目標明確、單一線性收斂、成員均質等研究預設，重新檢視TMM跨越個人和團隊層次動態循環發展的歷程，並且提出從團隊互動層次掌握TMM的方法，促進TMM研究與跨領域團隊之間的相互滋養。 在實務方面，本研究指出跨領域專案團隊形成TMM的關鍵角色之功能和管理重點，也提供管理者根據「議題、前提、術語」的表徵，診斷跨領域專案團隊之TMM發展狀態，以及導引團隊朝向收斂效率還是發散創意的方法。 / This dissertation explored the developmental process of team mental model (TMM) in an interdisciplinary project team. TMM has been recognized as one of the most relevant constructs in collective cognitive and team learning. Prior researches acknowledged the contribution of TMM to team performance; teams with better TMM perform better. Limited empirical TMM researches were focused on action teams working on structured tasks like PC-based command and control simulations, cockpits, air traffic control towers, or military missions. Disagreed results emerged in teams dealing with knowledge integration however. This student attributed said discrpancy to some presumptions due to traditonal TMM researches. The objective of this research was to investigate how TMM is developed with those presumptions lifted. This study used a single case approach. In this interdisciplinary project, artists and engineers alien to each other were recruited to build a mechanical flower in twenty two months. Team members were interviewed to rebuild the process from which following findings were inferred in a team that requires knowledge integration: 1. A project initiator inherent to an interdisciplinary team substantially defines the initializing vector of the TMM. 2. The process by which a proposal becomes part of the TMM can be operationalized as a role transition of that proposal from a theme to a premise in the team. Each TMM ingredient is characterized as a team-specific jargon. 3. Proposals accepted and rejected by the team both constitute the TMM and influence the following development. 4. The TMM is developed as a layered conformal structure. More stable and shared by all members, the core TMM is interfaced by the intermediary TMM to the peripheral TMM. The peripheral TMM is shared only by subgroup members. With such a structure, decisions and actions are locally performed without departing from the core TMM. This research contributed to the TMM community by explicating the complex process and contents of the TMM developed in a cocreating team. The goal as well as the strategy was negotiated and cocreated by team members along their way to the end. Thus, both the research method and the findings of this study paved a way to facilitate cross fertilizing between TMM researchers and interdisciplinary fields. This research also provided interdisciplinary team leaders with tools to deploy key members, to diagnose the TMM development, and to balance the team between inertia and momentum. Finally, research limitations and future research suggestions are discussed.

本文之目的在於探討冷戰後時期「中俄戰略協作夥伴關係」（Sino-Russian Partnership of Strategic Coordination）對戰略三角政治互動的意涵及其對台海安全的可能影響與衝擊。本文將以「系統理論研究途徑」（System Theory Approach）作為中心分析概念架構（central organizing concept）進行研究分析。 冷戰結束後，隨著蘇聯解體，冷戰時期的兩極格局已不復存在，大國之間的關係實行了相對的調整。在新的國際格局中，中國與俄羅斯兩國基於遏制「北約東擴」和防止「美日安保」條約的圍堵（Containment），雙方除了極力倡導多極化國際體系外，並進一步建立「戰略協作夥伴關係」，冀由強化雙邊的多層面關係，來共同對抗「美國霸權」局面。 中俄戰略協作夥伴關係之建立為新世紀中、俄兩國關係的發展奠定了良好基礎。10年來，中俄關係發展相當順利。1992年-2001年，中俄關係的發展，連續上了四個台階，這就是:（一）92年「互視為友好國家關係」;（二）94年「建設性夥伴關係」;（三）96年「戰略協作夥伴關係」。在此以後，中俄戰略協作夥伴關係在實踐中不斷得到充實和發展。（四）2001年7月中俄雙方簽署了一份歷史性文件「中俄睦鄰友好合作條約」（China-Russia Good-neighborhood, Friendship and Cooperation Treaty），標誌雙方關係又進入一個新的發展階段。 在冷戰時期，中國、蘇聯與美國的戰略三角關係是影響國際政治變動的主要因素。蘇聯解體後，中俄關係發生重大變化，兩國已建立一個面向二十一世紀的戰略協作夥伴關係。作為冷戰後時期的世上唯一超強，美國非常關注中俄軍事合作面向之擴大。對美國而言，中國與俄羅斯為其全球戰略部署兩個最重要的國家，它們的重要性是因為它們的幅員、經濟潛力和軍事力量。其中最值得注意的是，中俄雙方在軍事和技術層面的合作，包括俄羅斯對中國的軍售。美國擔心中俄發展戰略協作夥伴關係，會導致中國軍力的增強，以及亞太區域「權力平衡」（Balance of Power）之改變。 本文認為，中俄戰略協作夥伴關係，就短程而言: 中俄「戰略匯合」（the Strategic Convergence between China and Russia）將使中俄在「政治」、「經濟」、「軍事」、「外交戰略」等合作面向獲得若干程度的「實質利益」（substantial interests）。同時中俄戰略協作夥伴關係之條約化將對美國在亞太區域戰略地位造成影響，從而衝擊到台海均勢與安全。然而，就長程而言: 未來中俄戰略協作夥伴關係發展，顯然仍有其「地緣政治」、「歷史上陰影」因素之侷限。 關鍵字: 中國、俄羅斯、系統理論分析途徑、現實主義、 國家利益、戰略三角互動、中俄戰略協作夥伴關係 / The purpose of this study is to explore the impact of the“Sino-Russian Partnership of Strategic Coordination” in the Post Cold War Era, on the strategic triangle politics and its implication for the security and balance of power across the Taiwan Straits. In this thesis, the “System Theory Approach” will be the central organizing concept, applied to the analysis. After the Cold War, the bi-polar system has been broken since the collapse of the USSR. Relations among great powers were adjusted accordingly. PRC and Russia initiated multi-polar system and become“Partnership of Strategic Coordination ” to resist the “American hegemony” It has laid a solid foundation for the development of Sino-Russian relations in the new century. In the past ten years, Sino-Russian relations witnessed a smooth progress. From 1992-2001, the relations progressed from“Friendly neighbors” to “Constructive partnership” to“Partnership of strategic coordination”. Since then,“China-Russia Good-neighborhood, Friendship and Cooperation Treaty”signed by the PRC and the Russia Federation in July 2001, marked a new era in the development of bilateral relations. The Sino-Soviet-US triangular relations were the most dominant factor which affected the change of international politics in the Cold War period. After the disintegration of the Soviet Union, the Sino-Russian relations have developed to a certain degree that the two countries have established a strategic partnership aimed at the 21st century. As the sole world super power, the United States is wary of Expanded Sino-Russian military cooperation. For the US, China and Russia are the two most important countries in the world. Their importance is derived from their size, their economic potential, and their military power. The US is much concerned about the development of Sino-Russian Strategic relations which may lead to a buildup of China’s military power and a change of Asia-pacific “Balance of Power”. It is believed in this study that,“Sino-Russian Partnership of Strategic Coordination,” in the short term: “The Strategic Convergence between China and Russia,” China and Russia will gain to some degree the substantial interests from the bilateral cooperation, such as “Political” ,“Economic ”,“Military”,“Foreign Policy Strategy.”At the same time, the stipulation of the mechanism of Chinese-Russo partnership in the treaty will create impact on the US strategic position in the Taiwan Straits and security of Taiwan. Nevertheless, in the long term: In the future, the development of” Chinese-Russo strategic partnership” still has its limits in the terms of “Geopolitical” and “ Historical Shadow” conditions. Key word: China, Russia, System Theory Approach, Realism, National Interest, Strategic Triangle Interaction, Sino-Russian Partnership of Strategic Coordination

本研究之目的在於探討線上社群協作與其前置因素之關係，並且檢驗社群投入度之中介效果。首先，本研究應用角色內與角色外行為分類，提出角色內與角色外線上社群協作之類型。其次，依據社會認知理論與社會交換理論，本研究提出線上社群協作之前置因素，包括對個人之結果預期、對社群之結果預期、知覺社群信任、知覺社群規範、知覺社群支持與知覺社群認同。最後，本研究基於投入度觀點，檢驗社群投入度對於線上社群協作及其前置因素之中介效果。 本研究之研究情境為玩家公會社群，本研究自一知名大型多人線上遊戲中收集340份有效問卷進行資料分析與假設檢驗，研究結果顯示：(1) 除社群禮貌外，社群投入度對於社群合作行為、助人行為與運動家精神皆有正向影響；(2) 對個人之結果預期與線上社群協作行為之關係，會受到社群投入度所中介；(3) 對社群之結果預期與線上社群協作行為之關係，會受到社群投入度所中介；(4) 知覺社群信任與線上社群協作行為之關係，會受到社群投入度所中介；(5) 知覺社群規範與線上社群協作行為之關係，會受到社群投入度所中介，但社群規範對於運動家精神亦有直接負向效果；(6) 知覺社群認同與線上社群協作行為之關係，會受到社群投入度所中介，但社群認同亦會直接正向影響社群合作與助人行為；(7) 然而，知覺社群支持與線上社群協作行為之關係，並不會受到社群投入度所中介。針對上述之研究結果，本研究進一步闡述其學術研究意涵、實務管理意涵，以及研究限制與未來研究方向。 / The purpose of this study is to investigate the relationships between online community collaboration and its antecedents by examining the mediating effect of community engagement. First, this study proposes a classification of online community collaboration by following the typology of in-role and extra-role behaviors. Accordingly, this study will further examine some of online community collaboration behaviors, including community cooperation, helping behavior, community courtesy, and sportsmanship. Second, drawing upon social cognitive theory and social exchange theory, this study identifies several antecedents of online community collaboration, including person-relevant outcome expectancy, community-relevant outcome expectancy, perceived community trust, perceived community norms, perceived community support, and perceived community identification. Finally, from the perspective of engagement, this study will examine the mediating effect of community engagement on the proposed model. The research setting of this study is online gaming communities. After collecting 340 valid responses from a famous Massive Multiplayer Online Game (MMOG), our results show that (1) community engagement affects community cooperation, helping behavior and sportsmanship positively, but does not have a significant effect on community courtesy; (2) the relationships between person-relevant outcome expectancy and three online community collaboration behaviors are mediated by community engagement; (3) the relationships between community-relevant outcome expectancy and three online community collaboration behaviors are mediated by community engagement; (4) the relationships between perceived community trust and three online community collaboration behaviors are mediated by community engagement; (5) the relationships between perceived community norms and three online community collaboration behaviors are mediated by community engagement, but perceived community norms also has a direct and negative impact on sportsmanship; (6) the relationships between perceived community identification and three online community collaboration behaviors are mediated by community engagement, but perceived community identification also has direct and positive impacts on community cooperation and helping behavior; (7) the relationships between perceived community support and online community collaboration behaviors are not mediated by community engagement. According to these findings, this study concludes with research implications, managerial implications, research limitations and future research directions.