反思是影響學習的重要因素，良好的教學策略能夠提升學習者之反思層次。此外，在過去研究中已證實無所不在學習確實能夠提升學習者之學習成效、動機與效率。本研究結合兩者並應用於植物物種觀察之學習活動中，使學習者能在無所不在學習環境下進行反思。過去的反思研究都是應用文字為主的提問方式促進學習者進行反思，但由於本研究學習主題的特性與行動裝置螢幕大小的限制，文字式的提問設計將有所侷限。為此本研究提出高媒體豐富度之影音式反思提問策略，同時藉由QR Code得以讓情境感知反思提問系統(CRPS)偵測學習者所在位置並提供適當的反思提問引導，促使學習者進行觀察與反思。且進一步探討影音式與文字式兩者不同的反思提問策略對於學習者反思層次與滿意度之影響。本研究實驗對象為70位大專院校之學生，並分為影音式反思提問組與文字式反思提問組分別進行實驗。研究結果顯示，影音式反思提問策略相較於文字式反思提問策略更能顯著提升學習者之反思層次，但是對於滿意度的影響並不顯著。本研究亦進一步討論學習者對於使用影音與文字式的反思提問之使用看法與觀點，並挑選幾位受測者進行訪談，以探討學習者對於不同反思提問策略的滿意度之潛在影響因素。

Reflection is one of the most important factors that affects learning. A good learning strategy is supposed to improve a learner's reflection level. In addition, the past studies has proved u-learning can enhance learning performance, motivation and efficiency of learners. This study integrates these into learning activity of distinguishing vegetation, let learner reflect in u-learning environment. Almost of past researches promoted learners’ reflection was by text-based. However, the limit of learning activity's character and mobile device’s screen, the design of text-based promotes is confined. Therefore, this study proposes a video-based reflection prompts strategies in high media richness, and the Context-Aware Reflection Prompt System (CRPS) can detect learner’s location by QR Code to provide appropriate guidance, facilitating learner to observe and reflect. Further to explore effects of reflection level and satisfaction between video-based and text-based reflection prompt strategies. This study recruited 70 college students to participate in this experiment, and divide into two groups of video-based and text- based reflection prompts. The results showed that the reflection level of the video-based reflection prompt group is significantly improved than of the text-based reflection prompt group; however, there was no differences found on the satisfaction. In addition, this study further investigated the learners’ opinions and perspectives toward a video-based and a text-based reflection prompt strategy, and interviewed some learners to obtain the potential factors which may affect satisfaction.

論文審定書 i
致謝 iii
摘要 v
Abstract vi
目錄 vii
圖目錄 ix
表目錄 x
第一章、緒論 1
第一節、研究背景與動機 1
第二節、研究目的與問題 4
第二章、文獻探討 6
第一節、無所不在學習 6
第二節、反思 7
第三節、提問策略 11
第四節、感測技術 12
第五節、媒體豐富度理論 12
第三章、系統與學習教材設計 14
第一節、CONTEXT-AWARE REFLECTION PROMPT SYSTEM (CRPS) 14
第二節、教材設計 21
第四章、研究方法 29
第一節、研究架構 29
第二節、研究變數定義與操作 29
第三節、研究假說 30
第四節、資料分析方法 32
第五章、實驗設計 33
第一節、實驗對象 33
第二節、實驗地點 33
第三節、實驗流程 34
第四節、前導實驗 37
第五節、前後測設計 40
第六節、問卷設計 41
第六章、結果與討論 42
第一節、資料蒐集 42
第二節、資料分析 43
第三節、假說檢定 48
第四節、訪談結果 52
第五節、綜合討論 53
第七章、結論 59
第一節、研究發現 59
第二節、研究貢獻 60
第三節、研究限制 60
第四節、未來研究 61
參考文獻 62
附錄一、學習教材 68
附錄二、學習活動之反思提問 76
附錄三、反思層次之前測與後測 77
附錄四、滿意度問卷 80

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