The work quality of public servants direct affects a country's administrative performance, and the Taiwan government has recently invested a considerable amount of funds in constructing e-government learning platforms and developing digital courses to provide all public servants with sufficient on-the-job training and enhance the quality of human resources. Therefore, the circumstances under which public servants use e-government learning platforms warrant investigation. In this study, questionnaires were used to collect data for quantitative research, and a theoretical model was created to clarify the impact of "Barrier Factors" and "Policy Factors" on e-government learning. These factors have been examined inadequately in previous research on the theory of e-learning behaviour. The results presented here show that Barrier Factors and Policy Factors strongly influence the willingness of public servants to use e-learning systems, and these factors explain more than 80% of the variance in users' behavioural intention. These results revealed the characteristics of the research participants, and the findings can be used as a reference in future studies and by management agencies responsible for providing e-government learning. Furthermore, these results might facilitate further research on and the practice of adult e-learning.