處在一個知識爆炸的行動化社會，人們隨時隨地都在接收各式各樣類型的資訊，因此如何迅速將這些不同呈現方式的資訊吸收並轉化成自己的知識，已成為現代人最重要的課題。且隨著行動通訊與無線傳輸技術的進步與成熟，各界對於行動科技將為學習帶來的改變有不少期待。事實上，只要能夠有效地運用手機簡訊此種行動科技(包含有SMS與MMS)，作為學習內容傳遞的技術，並提供不同呈現方式的學習內容給使用者，即可達到行動化學習的效果。然而，利用不同的學習內容呈現方式並搭配不同的傳遞技術，是否能真正受到學習者的青睞與接受是一個相當重要的議題。因此本研究希望根據Alavi 和Leidner 在2001對科技中介學習所提出的理論，針對學習者之短期記憶能力在整個心智學習過程中所扮演的角色，來探討在利用手機簡訊此種行動科技進行學習的環境下的學習成效。研究結果發現，如果把不同的內容呈現方式與傳遞方式進行適當的搭配，來符合學習者的短期記憶能力將可以有效的提高學習成效。例如，對於語文與非語文短期記憶能力皆低的學習者，最符合學習者的學習方式就是只呈現必要的學習教材；但是對語文短期記憶能力高於非語文的學習者，額外提供語文的註解來輔助學習是最符合學習者的學習方式；對於非語文短期記憶能力高於語文的學習者，最好的輔助學習學習方式就是額外提供圖像類的非語文註解；但對於語文與非語文短期記憶能力皆佳的學習者，則提供語文或非語文的註解來輔助學習皆可達到不錯的效果。

In this new era of mobile society and information explosion, people are continuously receiving different kinds of information representation at anytime and everywhere, how to quickly learn and absorb different kinds of information to become one’s own knowledge is an important challenge for modern people. Due to the rapid advancement of mobile communication & wireless transmission technology, many scholars in academia were believed that these new technologies will have a great impact on the way of learning in the future. As a matter of fact, by effectively applying short-message services as learning content delivery (LCD) methods, including SMS and MMS, provided by mobile phone system to deliver different learning content representation (LCR) types, Mobile Learning (M-learning) can be implemented accordingly. However, the most important issue is whether M-learning based on these LCD methods and LCR types can really achieve good learning outcomes and be accepted by mobile learners. In this research we will explore the restraint of short-term memory (STM) ability of psychological learning process through technology-mediated learning theory on assessing learning outcomes in M-learning environment. The finding of this study is to match different LCR types with different LCD methods to fit learners’ different STM abilities would cause higher learning outcomes in M-learning environment. Therefore, we suggest that Learners with lower verbal and lower nonverbal STM capacity, the most suitable way to help their learning is just providing them the basic learning materials; learners with higher verbal and lower nonverbal STM capacity, providing them additional written annotations will help them learn better; learners with lower verbal and higher nonverbal STM capacity, providing them additional pictorial annotations will help them learn better; and Learners with higher verbal and higher nonverbal STM capacity, the best way is to cater them both written annotations and pictorial annotations in M-learning environment.

TABLE OF CONTENTS
ACKNOWLEDGEMENTS III
TABLE OF CONTENTS IV
LISTS OF FIGURES VIII
LISTS OF TABLES IX
摘要 XI
ABSTRACT XII
CHAPTER 1 INTRODUCTION 1
1.1 RESEARCH BACKGROUND AND MOTIVES 1
1.2 RESEARCH OBJECTIVES 12
1.3 RESEARCH QUESTIONS 14
1.4 RESEARCH PROCESS 15
CHAPTER 2 THEORETICAL BACKGROUND 16
2.1 TECHNOLOGY-MEDIATED LEARNING THEORY 16
2.1.1 Viewpoint of technology determinism 17
2.1.2 Viewpoint of instructional strategy 19
2.2 ROLE OF LEARNING CONTEXT 26
2.2.1 Vocabulary learning 26
2.2.2 Studies on vocabulary learning in M-learning environment 27
2.3 RESTRAINT OF PSYCHOLOGICAL LEARNING PROCESS 30
2.3.1 Sensory memory 31
2.3.2 Short-term memory 32
2.3.3 Long-term memory 32
2.3.4 The restraint of STM capacity 33
2.4 INFORMATION ENCODING MODEL 37
2.4.1 Detail of working memory model 37
2.4.2 Detail of dual coding theory 39
2.4.3 The role of STM capacity 41
2.4.4 The definition of STM ability 43
2.4.5 Levels of processing theory 44
2.4.6 Summary 45
2.5 ITEM RESPONSE THEORY 48
CHAPTER 3 RESEARCH HYPOTHESES AND METHODOLOGY 51
3.1 RESEARCH HYPOTHESES 51
3.2 QUANTITATIVE METHOD 54
3.3 QUALITATIVE ANALYSIS 55
CHAPTER 4 RESEARCH DESIGN 58
4.1 WITHIN SUBJECT EXPERIMENT DESIGN 58
4.1.1 Experimental design 58
4.1.2 Experimental subjects 60
4.1.3 Learning contents 61
4.1.4 Learning contents design 63
4.1.5 Measurement variables 64
4.1.6 Experimental procedures 65
4.2 FOCUS GROUP INTERVIEW ANALYSIS 68
4.2.1 Focus group 68
4.2.2 Interview questions 69
4.2.3 Participants selection 69
4.3 STM ABILITY TEST SYSTEM (STMATS) 70
4.3.1 System architecture 70
4.3.2 Tuning difficulty parameters of test items in STMATS 73
4.3.3 Estimation of users’ STM ability 74
4.3.4 Select a new STM test item 76
4.3.5 STM test items and stopping rule 76
CHAPTER 5 RESULTS AND DISCUSSION 78
5.1 DESCRIPTIVE STATISTIC OF THE EXPERIMENTAL SUBJECTS 78
5.2 BASIC QUANTITATIVE RESULTS - EXPERIMENT 79
5.3 QUANTITATIVE RESULTS OF THE RESEARCH HYPOTHESES 84
5.3.1 The test of hypothesis 1 84
5.3.2 The test of hypothesis 2 87
5.3.3 The test of hypothesis 3 90
5.3.4 The test of hypothesis 4 92
5.3.5 The test of hypothesis 5 94
5.3.6 The test of hypothesis 6 95
5.3.7 The test of hypothesis 7 95
5.3.8 The test of hypothesis 8 96
5.4 BASIC QUALITATIVE RESULTS - FOCUS GROUP INTERVIEW 96
5.5 QUALITATIVE RESULTS OF THE RESEARCH HYPOTHESES 97
5.5.1 Qualitative findings to support hypothesis 1 98
5.5.2 Qualitative findings to support hypothesis 2 99
5.5.3 Qualitative findings to support hypothesis 3 101
5.5.4 Qualitative findings to support hypothesis 4 103
5.5.5 Qualitative findings to support hypothesis 5 105
5.5.6 Qualitative findings to support hypothesis 6 105
5.5.7 Qualitative findings to support hypothesis 7 106
5.5.8 Qualitative findings to support hypothesis 8 107
5.6 INTERPRETATION AND IMPLICATIONS OF THE RESULTS 107
5.6.1 Interpretation of results from different STM ability 107
5.6.2 Interpretation of results from different English vocabulary scores 114
5.6.3 Discussion of the study and its pedagogical implication 116
CHAPTER 6 CONCLUSIONS 119
6.1 FINDINGS 119
6.1.1 The descriptive statistics findings 119
6.1.2 The findings of Quadrant 1 119
6.1.3 The findings of Quadrant 2 120
6.1.4 The findings of Quadrant 3 120
6.1.5 The findings of Quadrant 4 121
6.2 CONTRIBUTIONS 121
6.2.1 Contribution to researchers 121
6.2.2 Contribution to adaptive learning system designers 122
6.2.3 Contribution to educators 122
6.3 LIMITATIONS 122
6.4 FUTURE WORKS 123
REFERENCE 125
APPENDIX 142
1 BASIC ENGLISH VOCABULARY TEST 142
2 24 WORDS SELECTED FROM BAUMAN’ S COMMON ENGLISH VOCABULARY 143
3 BAUMAN’S COMMON ENGLISH VOCABULARY 144
4 LEARNING CONTENTS DESIGN FOR THE 24 WORDS 160
5 ENGLISH VOCABULARY RECOGNITION TESTS 164
6 ENGLISH VOCABULARY RECALL TEST 165
7 POWERBASIC CODE: IRT MLE 166
8 FOCUS GROUP INTERVIEW TRANSCRIPT (SESSION 1) 171
9 FOCUS GROUP INTERVIEW TRANSCRIPT (SESSION 2) 175
10 FOCUS GROUP INTERVIEW TRANSCRIPT (SESSION 3) 178

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