近年來無線網路(wireless network)、行動載具(mobile devices)、情境感知(context-aware)科技的成熟，掀起了學習型態的大改變，行動學習(mobile learning)和無所不在學習(ubiquitous learning)已成為現今最新一代的學習趨勢，本研究讓學習者利用PDA及無線網路搭配無線射頻識別技術(Technology of Radio-frequency identification)來進行植物的學習。希望經由ADDIE的課程設計，瞭解學生對於以行動科技（PDA與RFID）進行情境感知行動學習之成效，以及實行時可能遇到的問題。本論文研究對象為台南市立某國民小學100名五年級學生。分成實驗組(情境感知行動學習)34人、第一對照組(網路學習)33人，第二對照組(情境傳統學習)33人，藉由前後測之分析，來瞭解學生對情境感知行動學習內容的學習成效，以作為未來教師進行類似課程之參考。
研究結果顯示，以情境感知行動學習融入自然與生活科技領域之教學方式對高分群的學習成效與情境傳統學習比較無顯著效果，但與網路學習比較有顯著效果，中低分群的學習成效與網路學習及情境傳統學習比較均有顯著效果，而整體的學習成效，男女之間無顯著效果，以情境感知行動學習融入自然與生活科技領域之教學方式與情境傳統學習比較無顯著效果，但與網路學習比較有顯著效果。

In recent years the maturity of the wireless network, mobile devices and context-aware technology, the learning types have a big change. Mobile learning and Ubiquitous learning at present become the learning trend of the new generation already. This research lets the learners use the PDA and wireless network with the Technology of Radio-frequency identification(RFID) to learn the plant knowledge. We want to understand the learning performance by mobile technology(PDA and RFID) and the Context-Aware Mobile Learning(CAML). What problems may meet while designing through the ADDIE curriculum and implement? The research participants are 100 grade five students of certain elementary school in Tainan. Be divided into the experimental group, 34 people (Context-Aware Mobile Learning), the first control group (network learning), 33 people and the second control group (situated traditional learning), 33 people. By analyzing grades of pretest and posttest, it shows the learning performance of the Context-Aware Mobile Learning content. It is used as a reference when the teacher teaches the similar curriculum in the future.
The research result shows as fallowing. In high score group, the learning performance of CAML is not significant for the traditional learning, but it is significant for the network learning. In middle and low score groups, the learning performance of CAML is significant for the network learning and traditional learning. There is not significance between boys and girls as a whole in the learning performance. And the learning performance of CAML is not significant for the traditional learning, but it is significant for the network learning.

第一章 緒論 1
第二章 文獻探討 5
第三章 實驗方法 12
3.1 研究架構 12
3.2 研究對象 14
3.3 實驗設計 15
3.4 教學設計 15
3.5 研究工具 16
3.6 實驗程序 21
3.7 資料分析 23
第四章 實驗結果與討論 24
4.1 情境感知行動學習對學生學習成就的影響 24
4.2 學習歷程與情境感知數位教材內容之關係 31
第五章 結論與建議 34
5.1 結論 34
5.2 建議與後續研究 35
附錄 37
參考文獻 40

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