In the era of a knowledge economy and lifelong learning, all enterprises, governments, or individuals hope to gain competitive superiority by acquiring and applying knowledge efficiently. With technology-mediated learning, the content of knowledge can be transmitted and exchanged by digital methods. These methods can easily blend with multimedia to create learning materials whose content can be memorized and attract the attention of learners more easily. Thus, technology-mediated learning can provide more flexibility as well as learning opportunities. This research was based on social cognitive theory to explain how technology-mediated learning applies to behavioral patterns. The objective of the survey focused mainly on technical and vocational education and private enterprises that apply technology-mediated learning. A total of 598 valid questionnaires were divided into two groups (undergraduates and employees) according to their learners’ profiles. Through the examination of structural equation modeling on the multi-group samples at a .05 significance level, the path coefficients of “social influence” on “motivation” and “self-efficacy” on “learning performance” had no significant influence. Finally, this article puts forward various suggestions from the theory pattern for follow-up research.