運用行動科技輔助教學是乃是未來趨勢，然而由於行動裝置的種類繁多、技術規格殊異，因此，製作符合不同裝置需求的教材無疑是一大挑戰，這也形成了行動學習推行的障礙。本研究認為，行動學習若要擴散至更廣大的使用人口，就必須先克服行動學習所面臨的跨系統內容瀏覽與教材更新等問題。透過相關文獻探討與跨平台存取機制的研發，本研究實作出了一套可配合學習情境即時查詢的生物資料庫以及可充分支援建構式學習的跨平台行動學習系統AMPLe (Across Mobile Platform Learning System)。
AMPLe系統對行動學習使用者最主要的貢獻在於兩大方面：(1)學習者能隨時利用身邊現有的電腦或行動裝置，在任何地點進行即時資料的查詢與課程內容的讀取；(2)降低教材製作的技術門檻，讓一般的教材開發者或老師能夠專注於教材的收集與設計，進而提升教師製作行動教學內容的自主性。
為了解跨平台行動學習系統之實際教學成效，本研究結合國小自然科學知識領域－溼地螃蟹觀察，進行教學應用成效之實證研究。研究者以96名國小學生作為研究對象，並以平板電腦、PDA以及行動電話作為學習載具，進行教室內及濱海濕地兩種情境的行動生態學習。從行動學習的施行成果發現，90%以上的學習者對本系統的各項功能設計皆給予正面評價，系統的多元輔助也提升了其學習的動機與成效。此外，本研究從戶外行動學習三種學習載具的使用中歸結出下列研究結果，包括：(1)多數學生認為PDA是最適用於戶外生態行動學習的載具；(2)天氣及地形會影響行動載具的可攜性與使用性；(3)數位相片是學生辨認螃蟹過程的重要依據；(4)運算能力強、畫面解析度高的手機是未來行動學習載具的優先考量。最後，本研究從行動學習系統研發、行動學習輔具選擇、行動學習系統應用層面、行動網路連線四個面向提出建議，以供後續相關研究之參考。

Currently there are multiple types of mobile handheld devices supporting different data formats, image sizes and network architectures. The above situation results in the barriers of mobile learning promotion, such as cross-platform digital content browsing, mobile learning content development and instructional course delivery. To eliminate the difficulties and to diffuse mobile learning, a solution－AMPLe (Across Mobile Platform Learning system) has been developed. AMPLe is mainly aiming at 2 objectives: 1). Providing a simple editing and uploading method of digital materials to educators; 2). Delivering digital content to the learners using handheld devices like mobile phones, personal digital assistants (PDA) and tablet PCs simultaneously. During system development, the researcher reviewed related literatures on learning theories and mobile technologies to design the appropriate system functionalities. In order to evaluate the performance of AMPLe, the wetland crab observation in nature science course of elementary school was integrated into the system. The researcher built up a crab database with diversified inquiry criteria for teachers and students who are interested in this field. In the stage of system implementation, the researcher identified important factors affecting outdoor mobile learning including mobile device usability, natural environment, system function design and instruction strategies. Finally, future suggestions on mobile learning system design, considerations of device usage, application scope of mobile learning and mobile internet access are provided for further studies.

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