隨著手持行動裝置的日新月異，其強大的功能與運算能力已為現代的人們提供大量有用的工具來幫助處理日常生活的工作，更進一步地，也由於手持行動裝置的方便與優勢，手持行動裝置在行動學習的領域也已經受到重視與討論，許多行動學習的研究逐漸被討論與發展，整理其中相關的研究發現，學者們認為好的行動學習需要整合手持裝置的優勢以及應用正確合適的教育理論，才能使行動學習更有效果、使學習者更能在行動學習中獲得知識與學習興趣。本研究第一步先整理目前有關手持行動裝置應用在數位學習與行動學習領域的研究，藉由日新月異的行動科技整合現有的教育理論，發現手持行動裝置在行動學習上可利用的附加價值，進一步地探討研究手持行動裝置的附加價值在行動學習上的應用。
位置資訊服務 (Location-based Services, LBS)已逐漸成為手持行動裝置的基礎配備之一，配備著GPS接收器甚至A-GPS服務的手持行動裝置也越來越受到歡迎，相關的功能在行動學習方面的應用也漸漸受到重視，因此，位置資訊感應能力應用於行動學習的研究已成為一項重要的議題，本研究基於位置資訊感應能力在行動學習上的應用，提出位置導向動態分組演算法，且進一步在協同學習環境中建構一個行動虛擬校園，在行動虛擬校園中，學習者可以得到系統的建議參加離自己最近且適合自己學習屬性的團體，學習者亦可以選擇自己有興趣的團體參加與討論，在行動虛擬校園環境中，可以刺激與促進學者者的學習動機與討論深度，並幫助學習者在相近的地理環境中，達到進一步的互動與協同合作。
本研究整合了演算法計算範例、演算法比較範例以及應用在協同行動學習活動的分析，利用本研究所提出的演算法幫助學習者進行分組活動，活動結果分析顯示本研究所提出的演算法能夠幫助學習者有效地發現與體驗相關位置的真實學習物件，在分組討論的過程中，也由於地理位置的相近，讓學習者能夠考慮做進一步的面對面討論，達到協同合作學習的目的。

Handheld devices are becoming more powerful and portable with plenty of useful tools for assisting people to deal with their daily works. By the advantage of handheld devices, the issue of mobile learning is widely investigated in the field of e-learning research. Many researches consider it important to integrate pedagogical and technical strengths in mobile learning environment. This study firstly focuses on the investigation of the add-on impact of mobile applications in learning strategies. This study has surveyed the recent research including issues of context awareness, pedagogical strategy-enhanced learning scenarios and collaborative and socially networked mobile learning. Through the previous survey, some essential attributes of mobile learning are commented and discussed. By the essential attributes, the add-on impact on mobile learning can be emphasized and the mobile learning model can be drawn up in the investigation.
Location-based services (LBS) are gradually becoming one of the fundamental components of a wireless cellular network in mobile learning environment. Mobile devices with a built-in GPS receiver or other type of A-GPS service are becoming more and more popular. Utilizing a mobile device’s location awareness capability within mobile applications has become main-stream. This study secondly proposes a location-based dynamic grouping algorithm to create an online Mobile Virtual Campus (MVC) in mobile collaborative learning environment. Within an MVC mobile learners are provided with suggestions for groups to join based on their geographic location and other relevant learning factors. The learner will be grouped with nearby learners who have similar learning behaviors and profiles or the same learning interests. Within the Mobile Virtual Campus, individual mobile learners are grouped together so they can study courses, discuss topics of common interest or share and experience location-based learning objects, contents, and activities by taking advantage of their relative closeness. The Mobile Virtual Campus provides a new platform for online mobile learners, one in which they can learn interactively and collaboratively just like in a traditional classroom.
This study illustrates the proposed algorithm by several case studies. And the analysis of the proposed mobile learning activity is described to emphasize the usability of the proposed algorithm. The location-based dynamic grouping algorithm facilitates the mobile learning process during the grouping activity. The experimental result reveals the proposed algorithm can help mobile learners efficiently find and experience location-based authentic learning example. In the grouping discussion, the learner can further consider to do face to face interaction and achieve the goal of mobile collaborative learning activity.

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