設計課程之目的在於培養學生建築設計的概念、主動觀察的能力以及創新的思維。一般的設計課程教學中，教師通常於課堂上透過投影片幫助學習者理解相關知識與設計風格，並透過實地的參觀，來加深學生的印象。然而，在這樣的學習模式中，學習者往往是以紙本的筆記配合照相來記錄現場觀察的內容，無法整合影像及註記。因此，本研究旨在發展提問式註記策略之行動學習模式，引導建築設計課程學生於真實環境中觀察建築實體模型並進行影像註記，藉此培養學生主動觀察及探索的能力。為了評量這個學習模式的效益，本研究以所發展之行動學習系統，在大學建築系二年級設計課程活動進行實驗及分析。本研究採用真實驗研究法，共51名學生為研究對象，分為兩組：實驗組採用提問式註記策略之行動學習模式；控制組則採用傳統紙本註記學習，即學生使用紙本學習單並提供紙本的補充資料來進行學習。由實驗結果發現，透過提問式註記策略之行動學習模式，於真實環境中提供學習引導，能有效地提高學習者對於繪畫設計之學習成效。

The aim of design course is to foster students the basic architectural design concepts, active observation capabilities and innovative thinking competence. In the traditional design instruction, teachers usually present learning materials via slides in the classroom to help learners realize the design concepts and classical design styles; moreover, field trips are conducted to situate students in real-world observations. However, in such an instructional mode, learners usually take photos to record what they have observed and take notes with papers and pencils. That is, they are unable to take notes on what they actually see, which makes it difficult to complete recall all of the important features of the learning targets. To cope with this problem, In this study, a prompt-based annotation strategy is proposed for developing a mobile learning activity to guide students to observe architecture models in the real world. In such a learning approach, students are allowed to take photos and make annotations on what they have seen with the help from the systematical guiding procedure. To evaluate the effectiveness of the proposed approach, an experiment is by having 51 freshmen randomly assigned to an experimental group and a control group. The students in the experimental group adopt the mobile learning approach with inquiry-based annotation strategy, while those in the control group learn with the conventional tour-based learning. It is found that the proposed mobile learning approach with the prompt-based annotation mechanism can benefit the learners in exploring the real-world learning targets and improving their learning outcomes.

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