無線網路的普及以及行動載具的推陳出新，催促著行動學習的演進。在現今提倡E化教學之教育環境下，行動載具已普遍應用於學習上。因應行動學習創新之趨勢，國際上諸如非洲、中東、亞洲、歐洲、拉丁美洲、北美洲等地，皆進行著國家級或是區域級的行動學習計畫；而我國亦已有許多應用在中小學的行動學習計畫，但是一直以來皆沒有在大專院校實施之經驗。教育部重大政策—數位學習計畫(行動學習計畫)，即數位學習教育平台之實驗計畫，是首次與台灣國內大學合作，為第一所數位學習之大學課堂行動學習計畫。

本研究以北台灣某間大學教育科技學系一年級新生為對象，運用Learn Mode中的內建功能特性，經由分析、設計、發展、實施、評鑑的教學設計模式，設計融入教育科技概論課程之課堂學習活動及設計出適用於大學的課堂行動學習活動模式。並於課後設計問卷來評量學習者滿意度和行動學習信念，經由資料的蒐集進行量化的分析，結合學習者訪談的結果，提出改善行動學習之策略。

根據量化結合質化的分析結果，本研究找出影響學習者滿意度與學習者接受度相關性的因子。研究成果除了提供淡江大學教育科技系大學一年級新生為必修課程的教材及活動設計之外，並希冀成為相關學校機構或大學課堂學習活動教學設計的參考。最後，對於Learn Mode的教學設計活動與Learn Mode提出設計上的改善與建議。

In Taiwan, there were plenty of attempts for the implementation of mobile learning on both elementary and high schools; yet, it has not been extended to the higher education level. This research took the undergraduate course “The Introduction of Educational Technology” as an example, and carried out the first practice of mobile learning in university based on the functions of Learn Mode.

A design-based research model and the instructional design of the Learn Mode classroom activities were both designed and developed before the formal implementation. With Learner Satisfaction Questionnaire and Belief in Mobile Learning Instrument, the former was analyzed through three specific medium: “software”, “hardware” and “classroom management and instructional design”; the latter was studied on the basis of Technology Acceptance Model for mobile learning. Fifteen targeted audiences were interviewed as well.

Consequently, through the process of ADDIE, and based on quantitative and qualitative data analysis, factors affecting the correlation between learner satisfaction and learner adoption had been found. Mobile learning references and suggestions for other higher education institutions and universities were provided.

TABLE OF CONTENTS
CHAPTER 1: INTRODUCTION…………………………….……………..............1
I. Background……………………………………………………………………….…1
II. The Motives of the Study………………………………………………….………4
III. The Purposes of the Study………………………………………………….…4
IV. The Research Questions of the Study……………………………………….…...5
V. Definition of Terms…………………………………………………………….…5
A. Mobile-Learning……………………………………………………………………5
B. Learn Mode…………………………………………………………………………5
C. Mobile Learning Adoption…………………………………………….…………6
D. Design-Based Research………………………………………………………...…..6
VI. Scope, Assumptions, and Limitations………………………..…………………...7
VII. Significance of the Study………………………………………………………..7
CHAPTER 2: LITERATURE REVIEW…………………..…………………..…8
I. Mobile Learning……………………………………………………………….....….8
II. Changes and Challenges…………………………………………………………10
A.	Digital Natives.…………………………………………….……………………..10
B. A Social Construction Perspective………………………………………………10
C. Learner’s Creative and Communicative Participation……………………………11
D. Learner Changes…………………………………………………………………..17
E. Institutional and Technological Changes…………………………………………18
III. Abroad Practices in Mobile Learning……………………………........................20
IV. Domestic Practices in Mobile Learning…………………………….....................23
V. Instructional Design Strategies and Theories…………………………………….25
A.	Gagné’s 9 Events of Instruction………………………………………………25
B.	Ten Mobile Teaching and Learning Model………………….………………….25
C.	ADDIE Model…………………………………………………………………..27
D.	Designed-Based Research Model……………………………..………………...29
E.	The Theory of Planned Behaviour (TPB) …………………….………………29
F.	Technology Acceptance Model……………………………………….………...30
CHAPTER 3: METHOD…………………………………………………………...33
I. Research Framework……………………………………………………………….33
II. Research Procedure: ADDIE…………...…………………………………………34
A. Analysis……………………………………………………………………….......34
1. Analyze Learners…………………………………………………….…….………34
2. Needs Assessment…………………………………………………………….…34
3. Assessment of Learn Mode Activities……………………………………….........36
B. Design……………………………………………………………………….…….36
1. The First Lesson…………………………………………………………………37
2. The Second Lesson………………………………………………………………40
3. The Third Lesson…………………………………………………………………42
C. Development ……………………………………………………………………..47
1. Developing Research System: Learn Mode……………………………………..47
2. Development of the Questionnaires…………………………………………......47
3. Development of the Instrument: Operational Definitions of the Variables……..50
4. Reliability Analysis……………………………………………………………...54
5. Validity Analysis…………………………………………………………………..60
D. Implementation…………………………………………………………………....61
E. Evaluation……………………………………………………………….………...61
1. Expert Evaluation……………………………………………………….……........61
III. Data Analysis………………………………………………………..…………63
A.	Descriptive Analysis……………………………………………………………63
B.	Correlations……..………………………………………………………..............63
CHAPTER 4: PRACTICAL DESIGN AND IMPLEMENTATION………….63
I. Result of Implementation…………………………………………………………..64
A. The First Lesson………………………………………………………………...64
B. The Second Lesson………………………………………………………………68
C. The Third Lesson…………...……………………………………………………72
II. Qualitative Findings………..…………………………………………………...76
III. Quantitative Findings……………………………………………………..……83
A. Degree of Satisfaction……………………………………………………..........83
B. Degree of Adoption……………………………………………………………..87
C. A Brief Summary: Satisfaction and Adoption………………………………......89
D. The Relationship between Satisfaction and Adoption……………………..……...91
CHAPTER 5: CONCLUSIONS AND SUGGESTIONS………………….……...93
I. Research Conclusions on Learn Mode and Flyer………………………………….94
A. Satisfaction and Instructional Design……………………………………………..94
B. Willingness to Use Learn Mode and Flyer in Future Implementations………….94
C. Strong Correlations between Seven Factors……………………………………..94
II. Suggestions for the Design and Implementation of Learn Mode……………….96
A. Suggestions for Designing Learn Mode Activities………………………...........96
1. Instructional Design……………………………………………………………..96
2. Consideration for Emphasizing on the Additional Functions and Design in Future Implementation of Learn Mode………………………………………………………98
B. Subjects Applied in Implementing the Use of Learn Mode and Flyer…………..99
C. Application Recommendation…………………………………………………..100
D. Provision of Facilities……………………………………………………………100
E. More Practices on Instruction Manual of Learn Mode………………..………...101
F. Future Implementation on Classroom Mobile Learning in University……..…..101
REFERENCES……………………………………………………………….........103

 
APPENDIXES……………………………………………………………………..107
Appendix A: THE FIRST LESSON PLAN………………………………………...107
Appendix B: THE SECOND LESSON PLAN……………………………………..116
Appendix C: THE THIRD LESSON PLAN……………………………………….123
Appendix D: IMPLEMENTATION OF THE THREE LESSONS………………...135
Appendix E: DEVELOPMENT OF RESEARCH SYSTEM: LEARN MODE……149
Appendix F: THE LEARNER RECOMMENDATION OF FOURTEEN APPS….157
Appendix G: LEARNER SATISFACTION QUESTIONNAIRE…….....................158
Appendix H: BELIEF IN MOBILE LEARNING INSTRUMENT………………..161
Appendix I: QUESTIONS OF THE INTERVIEW………………………………...164
Appendix J: INTERVIEW SCRIPT………………………………………………...165

LIST OF TABLES
Table 2.1: Major Factors Influencing Mobile Learning (UNESCO, 2012)….............16
Table 3.1: Operational Definitions of the Variables………………………………....51
Table 3.2: Reliability Analysis of Section A…………………………………………56
Table 3.3: Reliability Analysis of Section B……………………………………….56
Table 3.4: Reliability Analysis of Section C…………………………………………56
Table 3.5: Reliability Analysis of Section D……………………………………….56
Table 3.6: Reliability Analysis of Section E………………………………………..57
Table 3.7: Reliability Analysis of Section F……………………………………….57
Table 3.8: Reliability Analysis of Section G……………………………………….57
Table 3.9: Reliability Analysis of Section H…………………………………………57
Table 3.10: Reliability Analysis of Section PU………………………………………59
Table 3.11: Reliability Analysis of Section PE………………………………………59
Table 3.12: Reliability Analysis of Section BI………………………………………59
Table 3.13: Reliability Analysis of Section BB ……………………………………59
Table 3.14: Reliability Analysis of Section CB……………………………………60
Table 3.15: Reliability Analysis of Section PD……………………………………60
Table 3.16: Content Validity Index…………………………………………………..61
Table 4.1: Descriptive Statistics of the Learner Satisfaction Questionnaire……….83
Table 4.2: Descriptive Statistics of the Belief in Mobile Learning Instrument…….87
Table 4.3: Descriptive Statistics of Average Score………………………………......90
Table 4.4: Correlations between the Degree of Satisfaction and Adoption..…….....91
Table 4.5: Correlations between Sections in the Degree of Satisfaction and Adoption
Pairwisely……………………………….……………………………………………92

LIST OF FIGURES
Figure 2.1: Blended Mobile Learning Strategies…………………………………27
Figure 2.2: ADDIE Model…………………………………………………………27
Figure 2.3: Framework of Theory Planned Behaviour (Ajzen, 2006b).…….……..29
Figure 2.4: Framework of TAM (Davis et al., 1989). ………………………….……32
Figure 3.1: The Design-Based Research Model Framework……………………….33
Figure 4.1: The Question and Responses of Pavlov’s Dog Experiment Learn Mode
Activity……………………………………………………………………………….66
Figure 4.2: Learner’s Responses of Learn Mode Activity: “Circle, Rectangle, and
Triangle Drawing Activity”…………………………………………………………..69
Figure 4.3: Learner’s Responses of Learn Mode Activity: “Please Make Your Own
Topic and Write down Its Learning Objective of ABCD”…………………………...70
Figure 4.4: Score Distributions among Sections in the Learner Satisfaction
Questionnaire………………………………………………………………………...86
Figure. 4.5: Score Distributions among Sections in the Belief in Mobile Learning
Instrument....................................…………………………………………………….88
Figure 4.6: Overall Score Distribution of Degree of Satisfaction and Degree of
Adoption…………………………………………….………………………………..90

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