由於近年來各種行動裝置的普及，行動學習的概念已被多種學科所採用，例如在田野中的實地生態觀察、博物館內的語音自動導覽、或者通勤族利用空檔時間上網下載教材觀看等等；從近來的相關研究可知，行動學習的確是能夠帶來過往傳統教學所無法企及的成效，並且激發學習者在過程中主動求知的慾望。雖然行動學習在教學型態上提供了多樣的可能性，但以本研究中的外語學習為例，究竟要配合何種教學法才能發揮它的成效，在過往文獻卻鮮有針對此點著墨。
　　本研究以任務導向式教學法為基礎，透過行動裝置輔助外籍人士在華語環境下的中文學習，並藉由問卷與測驗獲取實驗所需資料。研究結果發現，以行動裝置作為學習輔具所提升的學習成效，和傳統使用紙本為主的方式並無明顯區別；在軟體中添加訊息分享功能的設計，對於誘發學習者動機來說有其正面的影響；在進行任務的過程中，若學習者越投入所營造的情境，則其學習成效相對有越高的成長；具備直覺化操作介面的行動學習輔具，可促使學習者與環境間的互動更為密切。

摘要 i
目次 ii
圖次 v
表次 vi
1 緒論 1
1.1 研究動機與背景 1
1.2 研究之重要性 3
1.3 研究目的與待答問題 4
1.4 名詞解釋 4
1.4.1 行動學習 4
1.4.2 學習輔具 5
1.4.3 任務導向式學習 5
2 文獻回顧 6
2.1 任務導向式學習 6
2.1.1 任務的定義與分類 6
2.1.2 任務與情境 9
2.1.3 任務的設計與實施 11
2.2 行動學習 15
2.2.1 行動學習之定義與特性 15
2.2.2 行動學習之模式與案例 17
2.2.2.1 BBC Bitesize 18
2.2.2.2 Savannah 18
2.2.2.3 Ambient Wood 19
2.2.2.4 Butterfly-watching system 20
2.3 應用行動裝置於外語教學案例 20
2.3.1 Using Apple iPod in Duke University 21
2.3.2 Knowledge Awareness Map 22
2.3.3 Using mobile phones in English education 23
2.4 行動學習相關人機理論 24
2.5 小結 26
3 研究方法 28
3.1 研究設計 28
3.1.1 研究問題 28
3.1.2 自變項 31
3.1.3 應變項 31
3.2 任務設計 31
3.2.1 任務設計 32
3.2.2 前測 34
3.2.3 實驗範圍與限制 35
3.3 研究對象 36
3.4 研究實施 37
3.4.1 實驗場地 37
3.4.2 試卷 37
3.4.3 量表 38
3.5 實驗流程 38
3.6 資料分析方法 39
4 實驗設計 40
4.1 系統功能與架構 41
4.1.1 學習地圖 (Learning map) 42
4.1.2 教材辭典查詢 (Textbook lexicon) 49
4.1.3 常用對話查詢 (Common dialogue query) 51
4.2 系統環境與規格 52
5 資料分析 54
5.1 效度及信度檢定 54
5.1.1 因素分析 54
5.1.2 信度檢定 57
5.2 積差相關 59
5.2.1 影響學習成效之因素 60
5.2.2 互動模式與介面設計對輔具使用性之影響 63
5.2.3 情境對任務內容與任務理解之影響 64
5.2.4 訊息分享、記錄與資訊搜尋功能對使用意願之影響 66
5.2.5 小結 68
5.3 共變數分析 68
5.4 受試者行為分析及結果 71
6 研究結論與建議 76
6.1 研究發現與討論 76
6.1.1 學習輔具類型與外語學習成效之關聯 77
6.1.2 訊息分享功能與學習者使用意願之關聯 78
6.1.3 任務設計與學習動機及成效之關聯 78
6.1.4 行動輔具介面設計對學習活動之影響 79
6.2 結論與建議 80
6.2.1 設計與情境特性相關聯之學習活動 80
6.2.2 設計與學習活動配合之直覺化操作模式與介面 81
6.2.3 允許學習者之間的交流 81
6.3 研究貢獻 82
6.4 未來研究建議 82
6.4.1 學習模組的建立 83
6.4.2 大範圍地理區域及大樣本數的深入研究 83
6.4.3 長期使用的學習成效分析 83
參考文獻 85
附錄一　受測者背景調查問卷 91
附錄二　學習滿意度問卷 94
附錄三　前測試題 97
附錄四　後測試題 104
附錄五　問卷結果數據 111

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