摘要
學習是生活的一部分，相關研究指出了80%的學習是發生在非正式的學習環境之中。因此知識是無所不在的，蘊藏於各式各樣的環境裡頭，且可能橫跨足多個學科領域。許多情境學習的學者也認為知識是經由人與環境互動、建構而產生；知識依附在所處的社會文化環境裡，必須在它所產生及應用的活動與情境中解釋才有意義。因此學習應走出戶外，在真實情境中完成，藉由親身體驗主動探索建構知識及經驗學習，不僅能提升學習者學習的動機，更能夠經由探索周邊環境豐富學習的內容。
本論文建立一套在真實的環境中透過行動裝置作為互動式教學平台的位置感知學習系統，提供與學生所在環境相關的知識，並利用位置感知特性使學生能與學習環境互動。系統提供新竹縣北埔鄉老街聚落史地、建築、文化與特產的介紹，另外並包含互動測驗的功能，可作為校外教學的系統工具。本論文根據情境學習以及非正式學習的學習特色，學習環境建構在真實的情境以及生活旅遊環境之中，學習內容不限科目，以位置為導向讓學生從事與地點相依的學習。
實驗中96.875%學生完成所有的學習內容，深入探訪各個具有當地特色及文化價值的景點，並且學生反應表示使用本系統可提高學習動機與興趣。本論文亦經由學生在不指定學習路徑之探索式學習環境中，記錄其依個人喜好所表現之學習歷程，透過機器學習的分類決策樹以及關聯法，預測學生的人格特質和影響測驗表現之特徵供教師作教學參考。

Abstract
Learning processes are performed constantly in daily life. Some researches indicated that 80% learning processes are performed in the informal learning environment. In the other words, knowledge is embedded everywhere around the students out of the classroom. Therefore, students should be promoted to explore and construct the knowledge just where he/she lives.
According to the Situation Learning and Informal Learning theories, this paper constructed a subset of real world learning environment. The mobile device based adventure learning system was employed in this research for students to explore the knowledge by location-awareness mechanism. Thus, teachers could assist students to make a correlation between the embedded knowledge and students' location. This idea was implemented for Beipu Township of Hsinchu County, the scope of embedded knowledge in this place includes the history and geography, buildings, cultural and the local specialty.
In the experiment, there are 96.88% students complete all the learning process. All the learning path and exploring behaviors are recorded automatically in the personal mobile device. Finally, we use the Data Mining analyze tool, decision tree classification rule and associate rule. Thus, teacher could predict student＇s personality and test grade by analyze the learning behavior in the real world and assist students to learn in an adaptive way.

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