隨著行動設備廣泛應用於教育當中，陸續有學者將行動學習導入環境教育領域，並證明其對環境教育產生成效，然因尚處新領域，更多研究仍有待開展。本研究目的為探究目前戶外環境教育的實施方式及困境，將行動學習應用於戶外環境教育的成效及教師在其中的角色變化。本研究採用準實驗研究法進行，根據研究的自變項「教師介入程度的不同」，設計出兩個實驗組和一個對照組，並設計出三道教案。除分別進行成效的探討之外，亦比較三者之間學生學習成效的差異。本研究以APP Inventor設計之應用程式作為行動學習的媒介，分別在香山濕地進行三次短期環境教育實驗，其中對照組(純教師帶領組)為6人，第一實驗組(純設備自導組)為5人，第二實驗組(教師搭配設備組)為7人。實驗後以結構性量表比較不同組別學員在環境知識、環境態度、學習動機及行動學習成效上的差異，並以半結構式訪談及參與觀察輔助研究的進行。
研究結果顯示，在導入行動學習的戶外環境教育過程中，在環境知識建構方面，有教師帶領的組別相較於完全無教師的行動學習組別仍具有優勢。根據實驗後訪談結果得知目前學員對設備的使用意願及教師在戶外環境教育中即時回饋、輕易進行脈絡連結及面對千變萬化的教學環境等優勢是當前行動學習仍較無法取代的；然而在態度的養成部分，行動學習組別相較於有教師帶領的組別具有優勢，學員可以透過自行決定要認識濕地的哪個部分，跳脫教師給予的課程限制。透過這種自主學習方式，能增加自身在環境態度層面增長。本研究亦整理出幾項研究限制供後續研究參考，以期許能使未來行動學習研究的成效更加彰顯。

As mobile devices are widely used in education, some scholars have introduced mobile learning into the field of environmental education and proved that it is effective in environmental education. However, due to it is still a new field, more research needs to be carried out. The purpose of this research is to explore the current implementation methods and predicaments of outdoor environmental education, the effect of applying mobile learning to outdoor environmental education, and the changing role of teachers in it. This study adopts the quasi-experimental research method. According to the independent variable of the study "the degree of teacher control", two experimental groups and one control group are designed, and three lesson plans are designed. In addition to discussing each effect, also compare the differences in student learning outcomes among the three groups. This research uses the app designed by APP Inventor as the medium of mobile learning and conducts three short-term experiments in Siangshan Wetland. The control group (full teacher control group) has 6 people, the first experimental group (full equipment self-guided group) has 5 people, and the second experimental group (teacher with equipment group) has 7 people. After the experiment, a structured scale was used to compare the differences in environmental knowledge, environmental attitude, learning motivation and mobile learning effect of different groups of students. Semi-structured interviews and participant observation were also conducted.
The results of the study show that in the process of introducing mobile learning in outdoor environmental education, in the construction of environmental knowledge, the teacher-led group still has an advantage over the mobile learning group without a teacher at all. According to the feedback from the interviews, it can be known that students' willingness to use the equipment and the teachers' immediate feedback in the outdoor environment education, easy connection with the context, and the advantages of facing the ever-changing teaching environment are still relatively irreplaceable of mobile learning; however, In the attitude development part, the mobile learning group has an advantage over the teacher-led group. Students can decide what they want to know about wetlands, get rid of the curriculum restrictions given by the teacher, and decide the way they want from APP. Through this self-learning method, it can increase students' own growth at the level of environmental attitudes. This study also sorted out several research limitations for reference in subsequent research, which is expected to make the effect of future mobile learning research more obvious.

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