大部分行動學習研究都著重於使用手機來創造情境式行動與無所不在的學習環境，這樣的學習方式也引起了學生的學習動機及興趣。然而，一些學者指出行動設備用於情境學習，若沒有適當的學習方法及教師引導，學生的學習成效會大打折扣。因此，本篇研究提出使用拼圖式合作學習法結合Google+的社交網路服務來支援行動式合作學習，來克服一些行動學習的不便之處。此外，本研究使用平板電腦做為學習設備，平板電腦相較於手機擁有較大的螢幕，可以加強閱讀效果，提升較佳的學習環境。本實驗應用於台灣生態環境，實驗結果顯示研究方法不只改善學生的學習態度，並加強學習效果。此外，本研究進一步探討在行動與無所不在的學習環境中使用社交網站相關的接受程度，並發展修改後的科技接受模型（TAM）與外部因素，包括集體效能和資訊科技創新程度（PIIT）。然後，這個模型被用於檢驗學生使用社交網路學習的影響因素，並評估學生的學習態度和使用效果。這項研究收集了321份有效問卷，來測試研究模型。結果顯示，在資訊科技創新程度和集體效能影響知覺好玩性，知覺有用性和知覺易用性的學習態度，並進一步影響滿意度，自覺使用效果及持續使用意圖。基於這些結果，教學設計者應該努力利用多樣性和現有的社交網站的豐富性，提升趣味性和資訊科技的實用性，並產生更積極的使用態度和更佳的學習滿意度。

Most of the previous studies on mobile learning focused on using cell phones to create situated learning contexts that enable students to learn anytime and anywhere, so as to increase their learning interest and motivation. However, some researchers have noted that the learning performance may be disappointing if such devices are used for situated learning without the support of appropriate learning strategies and instructor guidance. Therefore, this study proposed a jigsaw-based cooperative learning strategy with Google+ to support cooperative learning through social network services, and thus overcome the restrictions of traditional m-learning. In addition, Tablet PCs were used in this work as the learning device, as they have a better screen size than cell phones, and this can strengthen the reading effect, providing a better learning environment. An experiment was conducted in the general curriculum course “The ecological culture of Taiwan - the waters” to assess the effectiveness of the proposed approach. The experimental results show that this approach not only improved the students’ learning attitude, but also enhanced the effectiveness of learning. In addition, this study also explores the acceptance associated with using social network websites in a u-learning context. To carry out a more comprehensive investigation, a modified technology acceptance model (TAM) is developed, augmented with external factors, including collective efficacy and personal innovativeness in information technology (PIIT). This model is then used to examine the influential factors in students’ use of social networks to learn, and also to evaluate their learning attitudes and usage effects. This study collected 321 valid questionnaires and used them to test the proposed model. The results show that personal innovativeness in information technology and collective efficacy affect learner attitudes through perceived playfulness, perceived usefulness, and perceived ease of use, and in turn affect dimensions, such as satisfaction, self-perceived usage effects, and continued usage intention. Based on these results, instructional designers should work to use the diversity and richness of existing social network sites to enhance learner perceptions of the playfulness and usefulness of information technology, which in turn can produce more positive usage attitudes and greater learning satisfaction.

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