近年來，由於行動技術與網際網路的發展，行動學習已經成為數位學習的新趨勢。然而，使用行動科技雖然可以引發學生的學習興趣，但若缺乏適當的學習工具及教學策略引導，幫助學生觀察該學習領域的重點，可能無法得到預期的學習成效。為了讓學生能有效地學習，良好的學習環境及引導策略便顯得相當重要。因此，有許多行動學習方面的研究導入心智工具做為策略，例如：凱利方格，它幫助學生在學習活動中有效地建構個人化的知識。然而，使用心智工具時，因學生的先備知識有所不同，並非所有學生皆能順利使用心智工具表達知識架構。為了解決此問題，本研究嘗試以Google Docs顏色標記工具配合簡易的策略讓教師指引學生學習方向，進而改善學生學習的知識架構。本研究以成功大學博物館為學習場景，利用平板電腦作為行動學習設備，使用凱利方格心智工具為輔助學習策略，並運用LINE App作為合作學習討論的平台，學習過程中教師可透過顏色標記工具針對各組學生給予即時適性的引導。實驗結果顯示，使用引導式凱利方格行動合作學習法的學生，其學習成效、學習態度，皆顯著優於使用傳統行動合作學習的學生，對於提升不同學習能力學生的學習效果顯著，且大多數的學生確實認為學習活動是有趣的。這些結果不僅說明本學習模式的成效，更可作為未來實施教學活動的參考。

In recent years, because of the rapid development of mobile technology and the Internet, mobile learning has become a new trend in digital learning. Although the use of mobile technology can arouse students’ learning interest, they may not get the expected learning effectiveness without proper learning tools and teaching strategies to guide and help students observe the focus of study. In order to solve this problem, In this study, students learned by using Repertory Grid Technique (RGT) Mind Tools as their learning strategy and LINE application as a cooperative learning platform for discussion in the learning scenario of National Cheng Kung University Museum, while the teacher gave immediate and appropriate guidance for each group of students in the process. Experimental results showed that students adopting mobile learning with guiding Kelly Repertory strategies demonstrated significantly better learning effectiveness and attitude than those adopting conventional mobile cooperative learning method.

王琇慧(2001)。肢體障礙國中生之數學認知: 一個建構教學的行動研究。國立彰化師 範大學科學教育研究所碩士論文。
王治鈞(2010)。輔助古蹟寺廟歷史文物之行動學習的手持裝置設計。大同大學工業設計學系(所)碩士論文。
許智陽(2010)。建構悅趣式之鄉土教學行動學習系統。國立新竹教育大學資訊科學研究所碩士論文。
黃國禎(2007)。數位時代的學習契機與要素。研習論壇精選(第一輯)地方治理的藍海策略，第七十一期，頁241-252。
林侑勢(2009)。無所不在協同學習系統之建置與應用成效分析-以國小蝴蝶生態教學為例。國立台南大學數位學習科技學系碩士論文。
陳定邦(2003)。鷹架教學概念在成人學習歷程上應用之研究。國立台灣師範大學社會教育學研究所博士論文。
陳可恭(2004)。從系統典範探討板塊構造學說多重類比教學-「凱利方格法」（RGT）之系統性應用。國立台灣師範大學科學教育研究所博士論文。
陳貞伶(2003)。國小補校教師言談鷹架類型之研究─以國語科教學為例。國立中正大學成人及繼續教育研究所碩士論文。
陳雅芬(2000)。以凱利方格法探討學生對於氣體的概念理解。國立臺灣師範大學科學教育研究所碩士論文。
沈中偉、黃國禎(2012)。科技與學習:理論與實務。四版。台北市: 心理。
潘世尊(2002)。教學上的鷹架要怎麼搭。屏東師院學報，第十六期，頁263-294。
楊洲松(2011)。Martin Heidegger 論科技及其教育意義。教育學誌，第二十五期，頁1-27。

Blattner, G. & Fiori, M., (2009). Facebook in the language classroom: Promises and possibilities. International Journal of Instructional Technology and Distance Learning, 6(1), 1-13.
Boyd, D. & Ellison, N., (2007). Social network sites: definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), 210-230.
Brown, J. S., Collins, A., & Duguid, P., (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Bruner, J., (1984). Vygotsky's zone of proximal development: The hidden agenda. In B. Rogoff & J. Wertsch (Eds.), Children's learning in the zone of proximal development: New directions for child development, 45-63.
Burr, V., & Butt, T., (1992). Invitation to Personal Construct Psychology. London: Whurr.
Carlson, S., (2002). Are personal digital assistants the next must-have tool? The Chronicle of Higher Education, 49(7), A33.
Chen, C. M. & Li, Y. L., (2009). Personalised context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive Learning Environments, 18(4), 341-364.
Chou, L. D., Lee, C. C., Lee, M. Y., Chang, C. Y., (2004). A Tour Guide System for Mobile Learning in Museums. Wireless and Mobile Technologies in Education, The 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education.
Cuéllar, M. P., Delgado, M., & Pegalajar, M. C., (2011). Improving learning management through semantic web and social networks in e-learning environments. Expert Systems with Applications, 38(4), 4181-4189.
Davis, E. A. & Miyake, N. (2004). Explorations of scaffolding in complex classroom systems. The Journal of the Learning Science, 13(4), 265-272.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R., (1989). User acceptance of computer technology: a comparison of two theoretical models. Management Science, 35(8), 982-1003.
Engle, R. A., & Conant, F. R., (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20, 399-483.
Huang, T. C., Huang, Y. M., & Yu, F. Y., (2011). Cooperative Weblog Learning in Higher Education: Its facilitating effects on social interact ion, time lag, and cognitive load. Educational Technology & Society, 14(1), 95-106.
Huang, Y. M. & Wu, T. T., (2011). A systematic approach for learner group composition utilizing u-learning portfolio. Educational Technology & Society, 14(3), 102-117.
Huang, Y. M., Chiu, P. S., Liu, T. C., & Chen, T. S., (2011). The design and implementation of a meaningful learning-based evaluation method for ubiquitous learning. Computers & Education, 57(4), 2291-2302.
Huang, Y. M., Huang, Y. M., Huang, S. H., & Lin, Y. T., (2012). A ubiquitous English vocabulary learning system: Evidence of active/passive attitudes vs. usefulness/ease-of-use. Computers & Education, 58(1), 273-282.
Huang, Y. M., Lin, Y. T., & Cheng, S. C., (2010). Effectiveness of a mobile plant learning system in a science curriculum in Taiwanese elementary education. Computers & Education, 54(1), 47-58.
Huang, T. C., Huang, Y. M., & Fu, F. Y., (2011). Cooperative Weblog Learning in Higher Education: Its facilitating effects on social interaction, time lag, and cognitive load. Educational Technology & Society, 14(1), 95-106.
Hwang, G. J., Tsai, C. C., & Yang S. J., (2008). Criteria, strategies and research issues of context-aware ubiquitous learning. Educational Technology & Society, 11(2), 81-91.
Hwang, G. J. & Chang, H. F., (2011). A formative assessment-based mobile learning approach improving the learning attitudes and achievements of students. Computers & Education, 56(1), 102-103.
Jeng, Y. L., Wu, T. T., Huang, Y. M., Tan, Q., & Yang, S. J. H., (2010). The Add-on Impact of Mobile Applications in Learning Strategies: A Review Study. Educational Technology & Society, 13(3), 3-11.
Johnson, D. W. & Johnson, R. T., (1975). Learning Together and Alone. Englewood Cliffs (2nd ed.). NJ: Prentice.
Johnson, D. W. & Johnson, R. T., (1990). Cooperation and Competition: Theory and Research (1st ed.). MN: Interaction Book Company.
Jonassen, D. H., (2000). Computers as Mind tools for Schools: Engaging Critical Thinking (2nd ed.). Upper Saddle River, N.J.: Merrill.
Jonassen, D. H., (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research & Development, 45(1), 65-94.
Liu, T. C., Peng, H., Wu, W. H., & Lin, M. S., (2009). The effects of mobile natural-science learning based on the 5E learning cycle: a case study. Educational Technology & Society, 12(4), 344-358.
Lin, Y. T., Huang, Y. M., & Cheng, S. C., (2011). An automatic group composition system for composing collaborative learning groups using enhanced particle swarm optimization. Computers & Education, 55(4), 1483-1493.
Liu, F. & Lee, H. J., (2010). Use of social network information to enhance collaborative filtering performance. Expert Systems with Applications, 37(7), 4772-4778.
Minami, M., Morikawa, H., & Aoyama, T., (2004). The design of naming based service composition system for ubiquitous computing applications. In the Proceedings of the 2004 International Symposium on Applications and the Internet Workshops, April, 304-312.
Quinn, C., (2000). mLearning: Mobile, Wireless and In-Your-Pocket Learning. Line Zine Magazine. http://www.linezine.com/2.1/features/cqmmwiyp.htm.
Seppala, P. & Alamaki, H., (2003). Mobile learning in teacher training. Journal of Computer Assisted Learning, 19(3), 330-335.
Sharan, S., (1990). Cooperative Learning: Theory, and Research (1st Ed.). New York: Praeger.
Slavin, R. E., (1995). Cooperative Learning: Theory, Research, and Practice (1st Ed.). Boston: Allyn and Bacon.
Sohn, W. S., Ko, S. K., Lee, K. H., Kim, S. H., Li , S. B., & Choy, Y C., (2002). Standardization of eBook documents in the Korean industry. Computer Standards & Interfaces, 24(1), 45-60.
Stevens, R. J., Slavin, R. E., Farnish, A. M., (1991). The effects of cooperative learning and direct instruction in reading comprehension strategies on main idea identification. Journal of Educational Psychology, 83(1), 8-16.
Topland, K. O., (2002). Mobile learning technological challenges on multi-channele-learning services. Unpublished master’s thesis, Gimastad: Agder University College.
Watson, S. B., (1991). Cooperative Learning and Group Educational Modules: Effects on Cognitive Achievement of High School Biology Students. Journal of Research in Science Teaching, 28(2), 141-146.
Wenger, E., (1997). Communities of practice: Learning, meaning, and identify (1st Ed.). UK: Cambridge University Press.
Wu, T. T., Sung, T. W., Huang, Y. M., Yang C. S., & Yang J. T., (2011). Ubiquitous English learning system with dynamic personalized guidance of learning portfolio. Educational Technology & Society, 14(4), 164-180.
Wood, D., Bruner, J. S. & Ross, G., (1976). The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.
Zurita, G. & Nussbaum, M., (2007). A conceptual framework based on Activity Theory for CSCL. British Journal of Educational Technology, 38(2), 211-235.