教學融合行動學習和平台學習轉換師學生互動的路徑，已經從直接互動進入多元互動數位。科技媒體應用的範圍包括師生溝通,線上學習教材,作業繳交,資料傳遞, 和線上測驗。學生的學習成效來自於學生對行動學習或平台學習的投入程度。本研究將根據2004年Fredricks et al.’s (2004) 學習投入理論下的三個投入向度(認知,行為,情感)及電腦輔助溝通建構iLearn學習平台及其相關的學習活動。其主要的研究目的是要瞭解學生的學習經驗,學習投入,討論區對多益單字學習成效的影響。其次，探究學習投入，電腦輔助溝通，與平台課程建構的關係。參與者共計60人，來自北部大學。研究方法為量質性混合式法。資料透過SPSS 或質性分析。研究結果顯示學生對影片教學投入最高，認同解題影片的幫助，但討論區的參與度不高。其結論建議影片教學的長度,內容,和呈現的方式要符合學生學習需求。課室學習與討論區結合可提升學生的參與度。

In this study, Fredricks et al.’s (2004) conceptual framework of study engagement and CMC theory was selected as the theory to create the activities and interaction of iLean platform. We predicted that frequent engagement could increase students’ learning effectiveness. Four research questions were developed. First, is participants’ learning experience a key factor to influence learners’ engagement on iLearn platform? Second, Which part of learning engagement has the most effect on the learning effectiveness of TOEIC vocabulary? Third, In what way are participants’ learning engagement on iLearn platform influenced by computer-mediated communication? Last, Does discussion forum function as a tool to motivate the platform interaction between participant-participant and participant-teacher? Sixty participants were recruited in this study. The sequential study of mixed methodology was the main method to collected quantitative and qualitative data.
Data was document analyzed through SPSS and qualitative analysis. The results showed that students presented positive reaction and high engagement toward TOEIC lecture on iLearn platform; however; merely 1/3 students showed their interests on discussion forum. The limitation and suggestions for further study were included in the end of thesis.

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