由於行動科技的普及，運用行動載具來進行學習活動，已成為一個廣泛的學習方式。行動載具融入教學不僅深受各界的重視，學者們更利用行動載具的優勢發展出多樣化的教學策略。因此，如何發展適當的行動學習策略，已成為一個值得關注的議題。本研究結合「即時評量與回饋」及「漸進式提示」的策略，發展漸進式提示行動學習系統，應用於國小六年級之自然科學習活動中。希望能藉由此系統，幫助學習者釐清錯誤觀念及加深對花朵的知識概念。為了驗證這個方法的效益，本研究以準實驗方式，將受測者分為實驗組與控制組；其中實驗組採「漸進式提示行動學習系統」，控制組採「一般提示行動學習系統」。在學習活動結束後，本研究使用共變數 (ANCOVA) 分析學習者的學習前後成就、學習前後動機及學習前後態度的改變情況，並使用獨立樣本t檢定來分析兩組學生使用不同的教學模式後，其認知負荷是否有所差異；最後，針對實驗組的學生進行訪談。實驗結果顯示，使用漸進式提示行動學習系統的學生，在學習成就方面顯著優於使用一般具直接提示功能的行動學習系統；同時，其認知負荷亦顯著較高，顯示漸進式提示策略會讓學生在完成學習任務的過程中花費更大的心力。

Owing to the popularity of the mobile technology, issues related to mobile technology-enhanced learning has been widely discussed. Moreover, developing adaptive learning strategies for promoting the effectiveness of mobile technology-enhanced learning has become an important issue. In this study, a progressive prompting-based on mobile learning approach is proposed to improve the learning performance for students. In order to evaluate the performance of the proposed approach, an experiment to an elementary natural science course has been conducted. According to the result of data analysis, it is found that the progressive-prompting mobile learning approach could effectively enhance the students’ learning performance than those who learned with the conventional mobile learning system with the directly prompting approach. In the meantime, it is found that the progressive-prompting approach caused higher cognitive load than the direct-prompting approach, showing that the progressive-prompting group needed to make more efforts to complete the learning tasks.

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