紙本除了是學習者所熟悉的學習媒介之外，學習者在紙本上的學習也是無所不在的。紙本所提供的靜態知識表徵使得資訊的呈現受到侷限，若能夠將紙本與手機結合，將可利用手機擷取並播放網際網路上的數位教材，以打造出更符合需求的學習經驗。小組合作學習常見於教學活動的設計中，許多研究也證實了其有助於學生學習，並提升協調溝通以及團隊合作的能力。然而，在一個缺乏教學策略引導的學習情境中，合作學習並不能保證每位學習者在學習過程中都能夠充分的參與和學習。有鑑於此，本研究在紙本與手機結合的環境中，提出了一套適用於面對面合作學習的流程，亦即程序性鷹架。程序性鷹架乃由系統引導學習者在小組討論進行前先執行個人解題步驟，透過落實個人解題的步驟促進學習者在小組討論過程中的知識分享及知識建構能有效進行。
本研究採用準實驗研究法來驗證程序性鷹架對於小組對話層次、小組學習成效以及個人學習成效之影響，並輔以問卷調查以瞭解學習者實際學習情況。研究結果顯示，程序性鷹架有助於提升小組在非結構化問題時之對話層次以及學習成效，並能提升個人學習成效。問卷調查結果則顯示，學習者對於應用新系統在「小組討論效能」項目擁有最高的評價。根據研究結果，本研究亦針對學術理論與實務應用層面之意涵進行探討，並給予研究者與教學者適當的建議。

Books and paper prints are the most common learning medium we used to have. However, content knowledge represented in books and paper prints is static, which limits the manifestation of complex and abstract concepts. Integrating smartphone with books makes it possible to incorporate varieties of digital materials fetched from the Internet to complement the content of books and paper prints and enrich the learning activities.
Collaborative learning has been recognized as an effective instructional strategy. Individual learners learn through continuous conversation with group peers for knowledge sharing and knowledge construction. However, it has also been reported that the lack of proper procedural facilitation may undermine the learning performance of collaboration. To ensure that every learner in a group can best contribute to peer collaboration, a procedural scaffold was designed and implemented. The scaffolded procedure consists of four stages in peer collaboration, including individual learning, individual problem solving, group discussion, and group decision-making, in which the stage of individual problem solving was a critical step but was often ignored.
In this study, a new paper-based learning system integrated with digital materials was designed and implemented for enhancing face-to-face collaborative learning. The procedural scaffold was implemented using a smartphone. The results showed that the facilitation of the procedural scaffolding enabled groups to perform significantly better in resolving ill-structured problems, promoted higher-level discourse in group discussions, and fostered individuals’ deep understanding. Relevant issues about student learning using the new system were discussed, and future research to improve this study was suggested.

摘要 I
Abstract VI
第一章、緒論 1
第一節、研究背景 1
第二節、研究動機 3
第三節、研究目的 4
第四節、研究問題 5
第二章、文獻探討 6
第一節、紙本與手機的結合 6
第二節、資訊科技輔助面對面合作學習 7
第三節、程序性鷹架 8
第三章、研究方法 11
第一節、研究架構與假說 11
第二節、系統設計 12
第三節、研究工具 18
第四節、研究對象 23
第五節、實驗設計 24
第六節、資料蒐集與分析 26
第四章、結果與討論 29
第一節、資料蒐集 29
第二節、小組對話層次分析 30
第三節、小組學習成效分析 31
第四節、個人學習成效分析 32
第五節、學習問卷分析 33
第六節、綜合討論 36
第五章、結論 45
第一節、研究發現 45
第二節、研究貢獻 46
第三節、研究限制 47
第四節、未來研究 47
參考文獻 49
附錄一、實驗組學習教材 55
附錄二、控制組學習教材 62
附錄三、個人前測 68
附錄四、個人後測 70
附錄五、小組學習單 72
附錄六、學習問卷 73

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