隨著全球化發展，台灣高等教育近年來積極推動各學科領域的專業英語課程。綜觀當前專業英語課程發展，內容多重視專業學術亦或是專業職業訓練，鮮少研究關注在健身領域的專業英文課程設計。然而，成功大學因受國際化趨勢之影響，每年有許多外籍生前來就讀，也間接增加了外籍學生與台灣學生在健身房運動的同時，彼此分享與交流的機會。在此國際場域下，英文儼然是彼此交流的通用媒介。再者，除了學科成就外，台灣教育部也積極宣導身體健康與體適能運動對學生身心發展之影響的重要性，呼籲各階段的教育都應培養學生終生運動的習慣。另外，由於教育科技的發展、數位學習典範的演進，感知科技結合行動學習已逐漸成為新的學習型態。其特色在於結合情境、教學與互動三大元素，讓學習者透過行動裝置結合無線通訊與感知科技，在虛擬與真實環境中，與教材資訊、學習物件、以及同儕產生互動，進而習得相關知識。然而，目前感知與無所不在行動學習在專業英文學習與教育上的運用並不多，仍在開發階段。基於上述原因，本研究欲探究學習者對於利用智慧型手機、無線通訊與二維條碼所建立的情境感知暨無所不在環境下對於健身英文的學習需求，藉此發展出一套符合其需求的專業健身英文教材；讓學習者能在健身時，同步發展與該情境相關的英文能力以培養國際觀與帶的走的實力。本論文亦以需求分析之結果，提出學習系統之概念性藍圖，以供未來相關研究之教學設計者與系統開發人員作為發展依據。
此研究方法分為兩階段。第一階段以過去研究之需求分析方法為基礎，使用來源與研究法之三角驗證，探究學習者對於健身英文的學習需求與了解其對學習系統的訴求。資料來源方面主要出自三大族群─八十二位非外語系之大學部學生、七位體育專家以及六位非體育老師之教職員工。研究者首先發展出三族群調查問卷、以問卷問項開發出半結構式訪談問題，篩選有效問卷後，針對其中八位學生、三位體育專家與三位非體育老師之教職員工，進行半結構式訪談。此外，研究者也利用現場觀察法檢視上述兩種研究法之調查結果；藉此交互驗證，以調查出最符合學習者需求的一套健身英文教材。在第二階段，研究者則是將需求分析後的調查結果融入系統設計之 Human-centered Design (HCD) 模式，以勾勒出情境感知暨無所不在學習環境下的健身英文學習系統藍圖。本研究主要發現如下:

1.透過來源與研究法之三角驗證檢視出學習者在健身情境下的英語學習訴求以─ 聽力與閱讀之接收式語言技巧與該情境下所使用的專有詞彙與片語為主。而溝通技巧，則是在習得聽力與閱讀技巧後之進階語言訓練。
2.就健身內容知識的需求而言，三族群一致認為應以健身器材之正確使用方式、了解不同類別之器材所訓練到的是哪些肌肉與身體部位、大肌群之健身替代動指導、全身性健身循環訓練教學、如何檢視最大肌力、如何強化肌耐力、了解暖身與收操步驟、與培養健身情境下的社交技巧為主要學習內容。
3.由研究結果發現，三方認為適合學習者之健身英文學習系統應具有多媒體與超媒體特性，以影片與圖檔使學習教材活潑化，並配有簡單乾淨、易操作的介面。也應具有個人化的學習輔助工具，如: 影片播放速度快慢之調整、可重複聆聽與閱讀教材、內建個人學習檔案與歷程(包含語言學習與身體活動之紀錄) 、可選取呈現或關閉字幕、以及提示常見錯誤與即時回饋等功能。
4.針對學習活動與教材呈現方式，三方認為主要以對話式呈現教材，並提供課程學習大綱、引導式問題、學習任務與單元測驗，也希望教材能結合健身時事。就學習活動而言，三族群則認為應緊密結合語言與健身活動，並先以獨立學習活動為主再以合作方式交流與分享之程序性學習方式為佳。
5.至於學習課程單元發展，在交叉驗證三族群意見後發現，共七台健身器材符合需求，因此成為本套教材六課單元之學習主題，分別為 ─ 心肺適能區之跑步機與健身車(第一單元)以及機械式重訓區的肱二頭訓練機(第二單元)、肱三頭訓練機(第三單元)、大腿推蹬機(第四單元)、腰部旋轉訓練機(第五單元)和蝴蝶胸部訓練機(第六單元)。

概而言之，本論文旨在透過需求分析法設計出一套符合學習者需求的健身英文教材與規劃出此英文教材結合情境感知暨無所不在學習系統之藍圖。研究人員依照研究目的改編Poslad (2009)所提出之ISO (1999)創立的 HCD模式，呈現出五階段之健身英文之數位科技教材與系統結合的建置之概念圖以幫助未來健身英文學習者有效習得健身英文，並輔助學習系統之開發者與相關研究人員發展出更符合學習者訴求之實用學習系統。

In response to the development of globalization, English for Specific Purposes (ESP) courses have been promoted in Taiwan’s higher educational system. In terms of ESP courses, most of the related fields are in academic or occupational areas, and few studies have put an emphasis on the integration of English language learning and physical fitness education. National Cheng Kung University (NCKU), as an international university, attracts many foreign students, which indirectly increases the opportunities for local Taiwanese students and international students to share ideas and exchange information while they are working out in the NCKU Fitness Center. Within such an international exercising context, English, as a lingua franca, serves as a communicative tool. Aside from achievement related to studies, the Ministry of Education in Taiwan stresses the importance of student health and promotes facilitation of the development of a lifelong habit of exercising.
Moreover, owing to the development of educational technologies and the evolution of digital learning, context-aware ubiquitous learning (CAUL) has become an innovative way to learn. CAUL is known for interweaving context, instructions, and interactions in the learning process. It concretizes the learning materials used in the system and connects the content with an authentic context by applying sensor technologies. Thus, students are able to interact with the learning materials, objects, and their peers to further acquire the knowledge embedded in the environment. However, to date, there is little research conducted in terms of integrating CAUL into ESP instructions. Based on the above-mentioned reasons, the current study explores the target learners’ needs in terms of using smartphones, wireless communication, and Quick Response codes (QR codes) to learn Fitness-based English (FBE) in the NCKU Fitness Center. According to the needs analysis (NA), a set of FBE materials are tailored suited to the needs of learners. The materials help them develop the international perspectives and the linguistic competence used in the context, which they can apply in their future lives. Moreover, a blueprint of the FBE learning system is developed based on the NA, which serves as a reference for future researchers and system developers in the same field.
Concerning the methodology, there were two research phases conducted in this study. First, the researcher followed the procedures and methods for conducting the NA used in the previous studies and adopted source and methodological triangulations to explore the target learners’ needs for developing FBE materials and the requirements for the context-aware ubiquitous language learning (CAULL) system. There were three sources, including 82 undergraduate students who took the fitness courses in the Fall semester of 2013, seven PE teachers who had experience with lecturing fitness courses, and six non-PE faculty who frequently worked out in the NCKU Fitness Center. Three different versions of a survey questionnaire were developed to investigate learning needs based on the opinions derived from the three groups of stakeholders. Then, interview questions were designed based on the questionnaire items, and eight students, three PE teachers and three non-PE faculty were invited to participate in the interviews for the purpose of exploring the detailed information. Additionally, on-site observations were also employed to verify the results derived from the other two methods. The source and methodological triangulations helped the material designer specify the learning needs of the students and provided a set of suitable materials that met their requirements. As for the second phase, the results of the NA were integrated into the Human-centered Design (HCD) model (ISO, 1999; Poslad, 2009) in order to map out a blueprint of the CAULL system. The findings of this study are summarized as follows:

1. Based on the results of the NA, the linguistic needs for the target learners in the fitness context are determined to be receptive skills (reading and listening) and the specific vocabulary and phrases used in the environment. Moreover, as to the needs for oral communication skills (listening and speaking), it was felt that these skills should be acquired after the mastery of receptive skills.
2. Regarding the content learning needs, the three sources consistently indicated that learners should learn the methods by which to operate the workout equipment, understand the physical anatomy required to understand the functions of the machines, learn how to perform the substitutions for training the major muscles groups as well as those necessary for full-body circuit training, understand how to determine their maximum strength and how to enhance muscular endurance, how to perform warm-up and cool-down exercises, as well as to understand the basic social skills in the fitness context.
3. As for the CAULL system, the three groups indicated that it should be multimedia and hypermedia-based and have a clear and user-friendly interface. Moreover, it should be equipped with personalized learning functions such as speed adjustment, and the choice of repeatedly reading or listening to the materials and learning with or without captions (in terms of listening activities). They also suggested that there should be an embedded portfolio by which the target learners can examine their learning process for both language and physical activities, and it is best for the learning system to provide immediate feedback when the learners are encountering learning difficulties.
4. Concerning the presentation of the learning materials, the stakeholders felt that it should be dialogue-based, and they expected that there would be learning outlines, guiding questions, and learning tasks or tests in every unit. Furthermore, they also indicated that they felt that the materials should provide fitness-related current events. They felt that they learning activities should tightly interlink both language and physical activities and that it is better that self-learning activities occur prior to those that are collaborative as the procedural knowledge acquisition process.
5. There are six units developed in the FBE courses based on the seven selected machines, including a treadmill and a cycle (Unit One) in the Cardio-respiratory Area, and the Biceps Curl (Unit Two), Triceps Extension (Unit Three), Horizontal Leg Press (Unit Four), Rotary Torso (Unit Five), and Pectoral Fly (Unit Six) machines in the Instrumental Weight Training Area.

In short, the study was aimed at designing a set of FBE materials that suits the target learners’ needs by conducting an NA and further is aimed at the development of a blueprint of the CAULL system for FBE acquisition. Therefore, the HCD model (ISO, 1999; Poslad, 2009) was adopted and modified to present a five-stage development of the digital learning materials and the blueprint of the CAULL system for helping future learners acquire FBE and to assist future system developers and researchers in establishing a useful CAULL system that meets the need of the target learners.

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