本研究期望透過多媒體行動簡訊之即時互動澄清急救概念，以達到更新過時知識的學習效果；研究方法為藉由文獻探討及多媒體簡訊業者訪談，歸納出簡訊與學習者互動模式、分析更新的急救要訣內容、研發於行動簡訊中崁入「多媒體教材網址」及「關鍵性選擇問題」之教材，並針對三類對象進行使用者測試，分別為對象一(18人)行動學習課程的學生，進行實體簡訊測試及前後測試題書面問卷，遇學習成效未達預期標準的內容，進行分析補強後，再透過網路徵求對象二(50人)進行遠距測試及前後測試題網路問卷，此二類對象就教材版本及簡訊互動情形分組比較學習成效，最終透過簡訊平台業者對未知非特定對象(1000人)發出簡訊邀請，此3類對象皆透過簡訊平台記錄學習行為，以瞭解多媒體簡訊行動學習之可行性並根據研究結果提出具體建議。

多媒體簡訊急救要訣行動學習研究之主要發現如下：

一、已知參與意願之對象一、二，經常使用文字簡訊，少有使用多媒體簡訊的經驗，覺得自有的手持行動載具無法進行多媒體簡訊者，係因不清楚電信卡及無線上網之多媒體傳輸功能，其參加率為66-100%、完成互動學習率為88-100%；未知非特定對象三參加率為0.4%、完成互動學習率為25%，其活動完成情況遠低於已知對象。

二、學習後進步情形「高簡訊互動組」優於「低簡訊互動組」，「教材二版組」優於「教材初版組」；多媒體簡訊在答案回饋設計上，有出現明確之問題處理建議，對學習者幫助最明顯；從本研究可發現要發展類似的多媒體簡訊教材時，適當單元數為6題，每題時間3-5分鐘。

三、多媒體簡訊行動學習應考慮關鍵有：教材呈現速度有效控制、教材資訊單純化、多考慮手機應用軟體之功能變數、注意簡訊傳送之使用者個別特性、提供手機功能不全使用者學習替代方法、善用多媒體簡訊行動學習的動機優勢。

The research hopes to clarify emergency medicine concept via instant and interactive multimedia message to achieve the learning results of updating outdated knowledge. Through literature discussion and conversation with multimedia message operators, the research method tries to conclude an interactive learning module between message and learners, analyze up-to-date emergency medicine contents, develop teaching materials that can embed multimedia teaching material website address and critical selection issues. The research conducts tests on three types of people. Students (18 people) who are learning Mobile Learning course are the First Type. The research conducts physical text message test and questionnaire before and after the test, and the research finds out the contents that haven't reached the expected standards. After conducting analysis and improvements, the research recruit 50 people as Type B from the Internet to conduct distance test and questionnaire over the web. Then, the research compares the learning results based on versions of teaching materials and message interaction status between these two types of people. Finally, the research works with text message operators to send message invitations to 1000 unknown receivers. The learning behaviors of these three types of people are recorded via text message platforms so the research can comprehend the feasibility of multimedia message learning and further provide concrete suggestions based on the results.

The following are the main findings of mobile learning with multimedia message's emergency medicine:

1. Voluntary research audience (Type A and B) often use text messages and rarely use multimedia message. Those who consider that their mobile phone cannot use multimedia message are due to they don't know their SIM cards are able to do that. Furthermore, they don't know the function of multimedia transport. The participation rate is 66-100%, the completeness for interactive learning is 88-100%. The participation rate for unspecific audience is 0.4%, the completeness is 25%. The completeness status is far lower than the voluntary audience.

2. For improvement status, High Message Interaction Group is higher than Low Message Interaction Group; Second Version of Teaching Material is higher than First Version of Teaching Material. For the feedback design of message answer for multimedia message, specific suggestions for handling the problem are the most helpful for learners. From the research, when developing similar teaching materials with multimedia message, it is better to design six questions and each lasts for three to five minutes.

3. The consideration points for multimedia message learning are: effective control of presentation speed, simplify information for materials, consider the function variables of mobile phone applications, pay attention to the characteristics of message users, provide alternate learning methods for users who mobile phones are insufficient, take advantage of the motives for multimedia message learning.

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