根據量化結合質化的分析結果，本研究找出影響學習者滿意度與學習者接受度相關性的因子。研究成果除了提供淡江大學教育科技系大學一年級新生為必修課程的教材及活動設計之外，並希冀成為相關學校機構或大學課堂學習活動教學設計的參考。最後，對於Learn Mode的教學設計活動與Learn Mode提出設計上的改善與建議。 In Taiwan, there were plenty of attempts for the implementation of mobile learning on both elementary and high schools; yet, it has not been extended to the higher education level. This research took the undergraduate course “The Introduction of Educational Technology” as an example, and carried out the first practice of mobile learning in university based on the functions of Learn Mode.
A design-based research model and the instructional design of the Learn Mode classroom activities were both designed and developed before the formal implementation. With Learner Satisfaction Questionnaire and Belief in Mobile Learning Instrument, the former was analyzed through three specific medium: “software”, “hardware” and “classroom management and instructional design”; the latter was studied on the basis of Technology Acceptance Model for mobile learning. Fifteen targeted audiences were interviewed as well.
Consequently, through the process of ADDIE, and based on quantitative and qualitative data analysis, factors affecting the correlation between learner satisfaction and learner adoption had been found. Mobile learning references and suggestions for other higher education institutions and universities were provided.