2019 年突如其來的新冠疫情，對全球的衝擊不可謂不大，在教育領域也造成前 所未見的影響，尤其是遠距的科技學習，成為全世界師生亟需適應與學習的議題。 本研究主要目的為使用繪圖法結合活動理論分析，探討國小學生對於科技輔助學 習之概念，以及探討其學習信念與科技輔助學習概念之關係。本研究使用實際 (actual)與理想(preferred)兩張圖的對比來觀察學生的科技輔助學習概念，受試者 共有來自五所學校的 527 名臺灣北部與南部公立國小學生 (男性 264 人，女性 263 人)。除了繪圖法之外，本研究也以叢集分析與卡方分析處理收集到的資料。 本研究的結果顯示，活動理論在未來的科技輔助學習環境中可能面臨一些挑戰， 因為現有的向度可能較不易詮釋未來的學習樣貌。學生的學習信念成功地分為建 構信念 (Constructivist)、混合信念(Mixed)與消極的(Passive)三組，然而，學習信 念與學他們對科技輔助學習的概念之間沒有太多顯著的關聯。另外還發現，大多 數學生在科技學習的繪畫中表達了積極的情緒，這意味著科技可能會以有利的方 式促進學生的學習。最後，本研究也根據研究結果對後續相關研究提供可行的建議。

The unexpected impact of the Coronavirus disease 2019 (COVID-19) on the existing way of human life is not negligible. In the meantime, it has also had a remarkable effect on the global education field. In such a context of time and space, distance learning and the use of technology have become a big issue that teachers and students worldwide need to adapt and overcome. The primary purpose of this study is to use drawing analysis combined with activity theory to explore elementary school students’ learning beliefs and conceptions of technology-assisted learning. Comparisons of actual and preferred drawings were used in the study to observe students’ conceptions of technology-assisted learning. The participants in this study were 527 public elementary school students in northern and southern Taiwan from five schools (264 males and 263 females). In addition to the drawing method, this study also used cluster analysis and chi-square analysis to process the collected data. The results of this study showed that the activity theory might face some challenges for future technology-assisted learning environments as the existing components might not have adequate accountability for explaining the nature of learning in the future. Students’ learning beliefs were divided into three clusters groups: Constructivist learning beliefs group, mixed learning beliefs group, and passive group learning beliefs successfully. However, there was little association between students’ learning beliefs and their conceptions of technology-assisted learning. It was also pleasing to find that technology might facilitate student learning in a favorable way based on their expressions in the drawings. This study also provides possible suggestions for follow-up related research.

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