本論文以智慧型手機為平台建置『Group Scribbles for Android, GSA』(Google Play上之名稱為iKnow)合作學習系統，以歷史事件之相關知識學習為例，設計合作學習之相關教學活動。歷史事件的發生背景往往反應了當時的社會、政治、文化、經濟等多元面向，可能同時或先後在不同的地點發生，所以學習歷史事件的相關知識時除了需要具備跨領域的專業知識外，對於史料中缺少記錄的各種疑問，則有賴於利用行動裝置協助蒐集及拼湊遺失的記錄片段，並且支援多人之間推理討論及腦力激盪等活動。
本論文研究目的希望透過建立一個無所不在的腦力激盪素材蒐集及互動系統，並且支援合作學習，以提升學習者的學習成效。本論文以實驗組29位和對照組22位學生進行實驗，於新竹市黑蝙蝠中隊文物陳列館及眷村博物館兩個場域進行實驗活動，透過合作學習，讓小組成員自行策劃學習內容及工作流程，並且配合課堂中進行腦力激盪活動，透過腦力激盪的概念構圖讓學習者能更進一步激發更多的想法，藉此提升學習者對於歷史事件相關知識之學習成效。

This thesis construct a system named GSA(Group Scribbles for Android) based on a mobile based collaborative learning system(The system on google play is iKnow) for students’ historical study. History is the representation of past event, which reflects various aspect of society such as political, culture, economic and so on. Therefore, learners need to have the ability of interdisciplinary knowledge intergration when learning history. A successful historical studying activity needs to assist learners collecting history-related material and support the channels for students’ discussion and brainstorming to infer the answer of historical mysteries.
Purpose in this thesis is construct an interactive system that can assit learners collect material for brainstorming anytime and anywhere in collaborative learning and enhance learning effectiveness. Learners in this study divided into experimental group (29 learners), and control group (22 learners). The experiment was progressed in the Black-Bat Quaron Museum and the Military Dependants Village Museum. Collaborative learning mechanism was employed for each group member to plan the learning activities and participate in brainstorming activities when learning both in class and in the museums. The results illustrate that students in experimental group have better learning effectiveness and brainstorming grade of concept map than the students in control groups.

英文部分：
Adams, D., & Hamm, M. (1996). Cooperative Learning: Critical Thinking and Collaboration Across the Curriculum. (Second Edition): Charles C. Thomas, Publishers, 2600 South First Street, Springfield, IL 62794-9265.
Chan, T.-W., Roschelle, J., Hsi, S., Kinshuk, K., Sharples, M., Brown, T., et al. (2006). One-to-one technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29.
Chiou, C.-K., Tseng, J. C. R., Hwang, G.-J., & Heller, S. (2010). An adaptive navigation support system for conducting context-aware ubiquitous learning in museums. Computers & Education, 55(2), 834-845.
Corp., E. (2012). Evernote. from http://www.evernote.com/evernote/
Dennis, A. R., & Valacich, J. S. (1993). Computer Brainstorms: More Heads Are Better Than One. Journal of Applied Psychology, 78(4), 531-537.
Dennis, A. R., Valacich, J. S., Connolly, T., & Wynne, B. E. (1996). Process Structuring in Electronic Brainstorming. Information Systems Research, 7(2), 268-277.
Dennis, A. R., & Williams, M. L. (2003). Electronic Brainstorming Theory, Research, and Future Directions., Group Creativity: Innovation Through Collaboration (pp. 160-178): Oxford Univ Pr.
DiGiano, C., Tatar, D., & Kireyev, K. (2006). Learning from the Post-It: Building collective intelligence through lightweight, flexible technology. Paper presented at the Conference on Computer Supported Cooperative Work Companion.
Dillenbourg, P. E. (1999). Collaborative Learning: Cognitive and Computational Approaches. Advances in Learning and Instruction Series: Elsevier Science, Inc., P.O. Box 945, Madison Square Station, New York, NY 10160-0757.
Gallupe, R. B., Bastianutti, L. M., & Cooper, W. H. (1991). Unblocking Brainstorms. Journal of Applied Psychology, 76(1), 137-142.
Gao, H., Baylor, A. L., & Shen, E. (2005). Designer Support for Online Collaboration and Knowledge Construction. Educational Technology & Society, 8(1), 69-79.
Giemza, A., Bollen, L., Seydel, P., Overhagen, et al. (2010). LEMONADE: A Flexible Authoring Tool for Integrated Mobile Learning Scenarios. Paper presented at the Proceedings of the 2010 6th IEEE International Conference on Wireless, Mobile, and Ubiquitous Technologies in Education.
Hoadley, C. M., & et al. (1995). Networked Multimedia for Communication and Collaboration.
Hsieh, S.-W., Jang, Y.-R., Hwang, G.-J., & Chen, N.-S. (2011). Effects of teaching and learning styles on students’ reflection levels for ubiquitous learning. Computers & Education, 57(1), 1194-1201.
Johnson, D. W., Johnson, R., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis.
Klopfer, E., Squire, K., & Jenkins, H. (2002). Environmental Detectives: PDAs as a Window into a Virtual Simulated World. Paper presented at the Proceedings IEEE International Workshop on Wireless and Mobile Technologies in Education.
Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 22(140), 1-55.
Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2004). Literature Review in MobileTechnologies and Learning.
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn: Cambridge University Press.
Ogata, H., & Yano, Y. (2004). Context-Aware Support for Computer-Supported Ubiquitous Learning. Paper presented at the Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE'04).
Osborn, A. F. (1953). Applied imagination: Oxford, England: Scribner'S.
Reisinger, D. (2011). IDC: Android, Windows Phone to rule mobile. from http://news.cnet.com/8301-13506_3-20048236-17.html
Roschelle, J., Rafanan, K., Estrella, G., Nussbaum, M., & Claro, S. (2010). From handheld collaborative tool to effective classroom module: Embedding CSCL in a broader design framework. Computers & Education, 55(3), 1018-1026.
Shih, J.-L., Chuang, C.-W., & Hwang, G.-J. (2010). An Inquiry-Based Mobile Learning Approach to Enhancing Social Science Learning Effectiveness. Educational Technology & Society, 13(4), 50-62.
Slavin, R. E. (1985). Learning to cooperate, cooperating to learn: Plenum Press.
Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An Historical Perspective. In R. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 409-426): Cambridge University Press.
Stuart, H. A. (1985). SHOULD CONCEPT MAPS BE SCORED NUMERICALLY. [Article]. European Journal of Science Education, 7(1), 73-81.
Syh-Jong, J. (2009). Exploration of secondary students’ creativity by integrating web-based technology into an innovative science curriculum. Computers & Education, 52(1), 247-255.
Zurita, G. (2004). Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers & Education, 42(3), 289-314.

中文部分：
王千倖. (民87.01). 以網路上的電子腦力激盪系統培養教師和學生的科學創造力. 遠距教育, 5, 頁47-51.
余民寧. (1997). 有意義的學習/概念概圖之研究. 臺北市: 商鼎.
高巧汶. (2008). 概念圖式學習評量系統之設計建置. 銘傳大學, 台北市.
張世彗. (2007). 創造力: 理論、技法與教學. 台北市: 五南.
黃政傑, & 林佩璇. (民85). 合作學習. 臺北市: 五南.