教室互動系統為一套設置於教室情境當中之特殊裝置，得以為教學活動帶來諸多效益，隨著無線科技的發展，相關系統之研發改良及融入教學研究至今仍方興未艾。然而，典型的教室互動系統於教室、學生及教師三方皆各需軟硬體設備的相互配合，因此在系統的建置與維護，需要龐大之財力與人力的投入，遂成為其推廣與普及困難之因素。

為突破上述傳統教室互動系統之限制，本研究實作了一套手持式裝置之教室互動系統－W3C (Wireless-Connected Classroom Communicator)，該系統之研發主要貢獻為下列三點： (1)減低教室互動系統之建置與維護成本，在教室、學生及教師三方不需專屬軟硬體裝置的配合；(2)整合並支援普及化之手持式裝置(如行動電話、PDA、可攜式電腦)作為學習者於課程參與互動之媒介；(3)降低教師於系統環境建置之負擔，免除課前進行各項設施之安裝設定，及課後各項裝置之維護工作。目前行動電話為普及率高之手持式裝置，具備易於隨身攜帶之特性，在行動寬頻網路服務之迅速發展下，行動電話等手持式裝置結合網路應用之潛力值得探索研究，輔以W3C教室互動系統的研發，有助於將行動電話轉為有助於學習之工具，同時為教室互動系統之普及化應用開創新的契機。

為了解W3C教室互動系統實際融入教學之結果，本研究結合大學課程作為研究情境，先後針對兩個班級進行為期一年之研究。研究結果可歸納為下列幾點：(1) W3C教室互動系統可取代傳統教室互動系統之功能，多數學習者對於W3C教室互動系統之操作使用性給予正面評價；(2)學習者認同W3C教室互動系統對於學習有所助益；(3)學習者認同行動電話融入教學深具趣味性及應用潛力。最後，本研究針對手持式裝置於教學應用之環境建置提出相關建議與未來展望，以供後續相關研究參考。

In the past, a classroom interactive system is helpful to students and teachers. However, the traditional classroom interactive systems cost a lot of money in both hardware and software investments. In addition, an adequate space and equipment maintenance can be influential to the use of the interactive system.

To take advantage of the wireless technology to eliminate the limitations of traditional classroom interactive system, the researcher has developed a system entitled Wireless-Connected Classroom Communicator (W3C) as a solution. W3C system mainly aims at 3 objectives: (1) Integrating the prevailing hand-held devices, including cellular phones, PDAs and laptop computers owned by most of the students as response units; (2) Reducing additional expenses on the system’s construction and maintenance, and dispensing with students’ response units and the signal receiver, etc; (3) Reducing pre-class workload for teachers, with the use of W3C, teachers don’t have to set up any special equipment in the classroom and install any special software on their computers. With the high prevalence of the cellular phones and fast growth of WLAN, GPRS and 3G Service in Taiwan, there will be a possibility that these hand-held devices could be widely integrated with the W3C classroom interactive system for more educational applications nationwide.

Moreover, In order to understand the effects of using the W3C classroom interactive system in the actual classroom setting, the researcher conducted one year-long study to evaluate the integration of the W3C system into two courses in undergraduate level in a university in Taiwan. The results of the study are as follows: (1) Most students were positive toward the interface usability of W3C system; (2) W3C system engaged students more actively in learning and activated classroom climate; (3) Students showed positive attitudes toward the potential uses of cellular phones for educational applications. W3C system would be a good substitute for traditional classroom interactive system. More suggestions on future applications of the hand-held learning devices in association with the W3C and the visions of wireless technology enhancing learning activities are given for further studies.

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