專案導向式學習是一種以學生為中心的學習方式，它利用開發專案的過程中學習到新的知識。由於專案導向式學習是過程導向的，我們必須要在學習過程中對學生進行引導，確保學生按照這個過程完成專案的開發。儘管專案導向式的學習方式可以為學生帶來很好的學習效益，但是針對於專案導向式學習的工具卻很少，因此，大多數的時候，我們是使用現有的軟體工具來輔助專案導向式的學習，優點是我們可以很快速的找到一些軟體工具進行使用，缺點是因為這些軟體工具並不是為專案導向式學習所設計，我們必須一次使用多個軟體才能滿足學習上的需求。此外，在同時使用多種軟體工具的情況下，訊息資料的同步整合就會是一件麻煩且困難的事情，因此，本研究目的在於透過整合軟體工具的想法去開發適用於專案導向式學習的環境，並且透過整合環境中的延伸性去滿足不同使用者和不同使用情境的需求。整合環境開發中，我們也實際依照資訊領域實驗室成員的使用情境和需求，整合了即時通訊軟體、工作看板軟體和儀表板，整合環境完成後，我們讓實驗室的成員使用一段期間後根據其使用資料進行了案例探討。

Project-based learning (PBL) is a student-centered learning method that uses the process of developing projects to learn new knowledge. Since PBL is process-oriented, we must guide students during the learning process to ensure that students follow this process to complete the project's development. Although the PBL method can have good learning benefits for students, there are few PBL tools. Therefore, most of the time, existing software tools are used to assist PBL. The advantage is that we can quickly find some software tools to use. The disadvantage is that these software tools are not designed for PBL. We must use multiple software at a time to meet the learning needs. In the case of using multiple software tools simultaneously, the synchronization and integration of message data will be troublesome and difficult. Therefore, this research aims to develop an environment suitable for PBL through integrated software tools and to meet the needs of different users and different usage scenarios through the extensibility in the integrated environment. In the development of the integrated environment, we have integrated instant messaging software, work board software, and dashboard according to the usage scenario and needs of members in a computer science workgroup. After the integrated environment is completed, we let the members use it, and after a period of use, we conduct case studies based on the usage data.

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