參酌相關國內外行動學習施行情形之文獻，其多著重於探討行動學習系統研發之技術面，再者，新竹地區多數國小已完成無線行動校園環境之建置，但國小教師對於將尖端無線行動科技應用於行動課程之規劃能力有限，故雖具備行動教學之作業平台環境，倘無適合行動教學情境之課程，整個行動教學活動將難以推行。因此，研發得以適當配合行動學習課程之數位內容是目前行動學習所必需重視之面向。鑒於此，本研究目的為藉由大學研究單位、區域網路資源中心以及當地國小三單位之合作，探討、研發適於行動學習課程之多媒體數位教材，並推導行動學習課程之教學設計模式，以評估行動教學之實施成效。
在行動學習課程研發設計之期間，除了藉由相關文獻資料的閱讀外，使用質化研究方式，包含訪談、問卷調查、行動學習觀察記錄，以及量化統計等方法進行研究資料之蒐集、分析與討論。研究結果顯示：（1）使用行動學習課程的63名實驗組學生對此行動教材持高度肯定之態度，其整體學習成效之平均分數皆超過4.2分以上，高於3分之中間基準值，顯示學生接受並認同此行動課程能有效幫助學習。（2）在教學實施後，傳統教學組成績進步為8分，PDA與Tablet PC兩實驗組的成績進步分別為20分與16分，經過one-way ANOVA的統計檢定後，實驗組學生的學習成效達統計上之顯著意義。與傳統教學比較，採用行動學習課程與行動裝置之教學方式對學生的學習有幫助。
其次，本研究實施行動教學過程中，也成功地推導行動學習課程之教學設計模式，包含（1）分析學習者需求與行動學習情境、（2）整合行動科技之學習環境、（3）設計行動教學策略、（4）規劃及製作行動學習內容、（5）施行行動教學活動及（6）評量行動學習成效等六大步驟。本研究亦提出行動學習課程之五階段研發流程及六大點設計之原理原則，可供日後相關研究者之參考。

In the researches of the mobile learning, most studies emphasize on the techniques of mobile learning systems instead of focusing on digital learning content construction designed for the learners. Furthermore, since 2004, Hsin-chu city government has been sponsoring the local elementary schools to setup wireless campuses. However, the teachers are not able to integrate wireless technologies to their teaching. Although possessing wireless learning environment, the elementary schools would have difficulties in carrying out mobile learning activities if they don’t have the appropriate courseware for mobile learning. According to the analyses above, it is necessary to develop the suitable digital curriculum for mobile learning. Therefore, this study established a cooperative model to combine the national university in the north Taiwan with the Local Networking Resources Center (LNRC) and its Information Master schools by the sea to carry out outdoor mobile learning. The purposes of this study are: (1) developing the appropriate web-based mobile learning materials for mobile learners, (2) designing the mobile learning curriculum model, and (3) evaluating its effectiveness on mobile learning. Both quantitative and qualitative methods were adopted in the study, including literature reviews, descriptive statistics, questionnaires, observations, and interviews. The results of the study is revealing that： (1) The students have positive attitude toward web-based mobile learning materials; (2) Comparing to the traditional way of instruction, it is found that students in experimented groups (using Tablet PCs and PDAs) gain higher scores that with significant difference in the statistics, which means that mobile learning curriculum and mobile devices can enhance learning performance. Meanwhile, during the process of implementing mobile learning, the mobile learning curriculum model has been induced, including the following six stages: (1) analyzing the learners’ needs and mobile situation; (2) integrating the mobile-technology-based instructional/learning environment; (3) designing the mobile instructional strategies; (4) designing and developing mobile learning content; (5) implementing instructional activities; and (6) evaluating mobile learning effects. In addition, this study provides the course developing procedure and design guidelines for web-based mobile learning materials for future studies.

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