本論文利用智慧型手機(Smart Phone)所搭載觸控式螢幕、多媒體功能、全球定位系統(Global Position System, GPS)及重力感測器(G-Sensor)等技術，建置遊戲式行動學習系統，融入合作學習(Cooperative learning)活動中，以新竹市十七公里海岸為教學區域，與當地的生態環境和環保相關議題做結合，共設計了六種體感遊戲(Sensing Game)融入教學教材之中，透過GPS導引定位的協助，提供個人適時、適地、適切的知識，並將所學的知識及資源與小組成員分享。
本論文研究對象為年齡介於20~30歲的成年人共30人為樣本，將前測評量成績以異質分組方式進行分組，每六人為一組，總共五組進行實驗，實驗中小組成員將會透過資源分享給其他組員，互相幫助來順利達成團隊合作學習，教學結束會做後測評量，透過小組成員們所學到知識分享給其他組員、互相討論，再分析小組之間合作學習的歴程，再將學歷歷程以軌跡圖呈現。
本論文探討以遊戲式行動學習系統對合作學習策略的影響，針對小組的合作學習策略來做探討和訪談。由合作學習策略的探討和訪談結果之下，結果顯示兩者皆有達到合作學習的五大元素的特質，證實行動載具可與合作學習做結合並發展，對數位化教學提供參考方向。

This thesis constructed a game-based mobile learning system and the effects on cooperative learning strategies were discussed. For improving students’ learning motivation, six games were proposed all related with ecological environments issues at the “Seventeen Kilometer Coast in Hsinchu City”. Thirty students between 20 to 30 years old in the experiments and were divided into 5 groups heterogeneously. Each group member shares her\his information with one another during the experiment for the purpose of achieving in the style of cooperative learning.
This thesis probes how the game-based mobile learning system affects cooperative learning strategy by interviewing. The result manifest that both achieved the five characteristics of cooperative learning, which validate that it may be possible that mobile devices combine with cooperative learning, and support students to develop adaptive learning strategies with the assistance of mobile devices and services.

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