中文摘要
本研究旨在探究臺灣高中師生不同背景及經驗在行動學習環境偏好與行動學習自我效能
之間所扮演角色之研究。研究對象為教育部高中職行動學習推動實施計畫 49 所學校，皆具
行動學習與教學實際經驗，並依循導入行動學習模式之途徑。研究採問卷調查法，總共回收
有效學生問卷 6,868 份及教師 319 份，並使用結構方程模型分析學生及教師行動學習環境偏
好與行動學習自我效能之間的關係。分析結果顯示，學生及教師皆認同科技面的「連續性」
可以預測行動學習環境內容面的偏好，但教師及學生結構模型中仍有一些差異。主要區別是
學生科技面的「易用性」因子可以預測認知面的「即時指導」，內容面的「多源性」是解釋
「即時指導」、「學生交涉」和「探究學習」認知過程變化的中介因素，而認知面的「即時指
導」與全部的行動學習自我效能都有關連，還有認知面的「學生交涉」與自我效能的「社會
互動」有關連。然而，以教師觀點來看，「連續性」可以預測全部的內容面及認知面環境偏
好因子，但不像學生那樣將「即時指導」視為主要關連行動學習的自我效能因子那般重要，
而是將「學生交涉」做為與自我效能的「日常應用」有關連的一個重要因子，意即提供學生
交涉的機會在增進其解決日常問題應用上扮演了重要角色。本研究進一步探究行動學習經驗
與使用頻率影響行動學習環境偏好與自我效能之間關係之調節效果發現，學生行動學習經驗
是在「連續性」對「多源性」之間、「多源性」對「學生交涉」之間，以及「即時指導」對
「高層次技能」之間的調節項；而行動學習的頻率是影響學生接受「即時指導」對自我「高
層次技能」效能之間的調節項。對教師而言，行動學習經驗是影響調節科技「連續性」對
「即時指導」之間的關係，而行動學習頻率對教師行動學習環境偏好及自我效能之間的調節
影響作用並不顯著。本研究的發現，可作為未來推動相關大型科技化教學計畫的參考。

Abstract
This study aimed to investigate the effects of mobile learning environment preferences on mobile learning self-efficacy of high school students and teachers with different backgrounds and mobile technology usage experiences. A mobile learning program funded by the Ministry of Education in Taiwan was conducted to help high school teachers implement mobile learning activities in the existing curriculums. The participants were teachers and students from 49 high schools. A total of 6868 students (1058 males and 1155 females) and 319 teachers (91 males and 116 females) completed the questionnaire. By analyzing the collected data using the structural equation model, the relationships between mobile leaning self-efficacy and preferences toward mobile learning environments of the high school students and teachers were verified. The students and teachers reached consensus that "continuity" factor in the technical aspect could predict the content aspect factors of their mobile learning environment preferences, including "relevance", "adaptive content" and "multiple sources". On the contrary, there are some differences between mobile learning preferences and self-efficacy in teachers’ and students’ structure models. The major difference was that students’ preferences for "ease of use" factor in the technical aspect were highly related to cognitive aspect "timely guidance" factor. In addition, from the content aspect, "multiple sources" was the mediator explaining cognition change in "timely guidance", "student negotiation" and "inquiry learning". Finally, "timely guidance" factor in the cognitive aspect was closely related to all the factors of students’ mobile learning self-efficacy, and "student negotiation" factor in the cognitive aspect was also related to the "social communication" factor in mobile learning selfefficacy. On the contrary, in the teachers’ views, "continuity" factor in the technical aspect could directly predict all the content- and cognitive- aspect factors in their preferences. However, teachers
in this study did not consider "timely guidance" as an important factor as the students did in predicting all the factors of mobile learning self-efficacy. With respect to teachers’ views, "student negotiation" was the significant predictor explaining "daily application" in the mobile self-efficacy, indicating that the provision of opportunity for student negotiation played an important role for the purpose of enhancing mobile learning self-efficacy in daily application. This study further investigated the effect of the students' mobile technology usage experiences and the frequency of usage mobile technology as a moderator upon the relation between mobile learning environment preferences and mobile learning self-efficacy. For students, the mobile technology usage experiences as a moderator could affect the strength of the relation between “continuity/ multiple source/ timely guidance” factors and “multiple source/ student negotiation/ higher order cognitive skills” factors. The frequency of usage mobile technology as a moderator could affect the strength of the relation between "timely guidance" and " higher order cognitive skills”. However, in the teacher’s views, the mobile technology usage experiences as a moderator could affect the strength of the relation between the "continuity" and the "timely guidance", but the effect of the frequency of usage mobile technology as a moderator upon the relations between mobile learning environment preferences and mobile learning self-efficacy was not significant. The findings of this study provide a good reference for conducting future promotion teachnology-enhanced learning programs.

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