教師在課堂上讓學生們進行小組討論活動，並且學生會在活動過程中主動地思考，如何將自己本身所擁有的或是在討論中學到的知識，以想法的形式呈現並提出以被持續地改進與創新，這個學生進行想法分享與討論的過程，也就是所謂的「知識建構」。但是，學生進行知識建構活動會受到空間與時間的因素所局限，並且很難記錄學生進行知識建構活動的歷程，所以需要設計與開發「線上合作知識建構平台」（Collaborative Workspace for Knowledge Building, 以下簡稱 Co-KF）去解決或改善這些問題，並且附有經過改良與創新的系統架構以及系統工具可供學生使用，因此，能夠促進學生進行知識建構活動的效率。本研究透過學生使用系統給予回饋，研究者再根據回饋的資訊再進一步評估 Co-KF，在進行系統評估時，本研究主要採用調查研究法的問卷調查法，針對 61 名的大學學生進行問卷調查，評估學生對於 Co-KF 的整體知覺有用性、整體知覺易用性、整體使用意願以及知識建構輔助工具的知覺有用性，研究結果發現多數受測學生對於 Co-KF 的整體知覺有用性、整體知覺易用性、整體使用意願以及知識建構輔助工具的知覺有用性，都有給予正面的回饋，覺得 Co-KF 所提供的功能是有用並且容易使用的，最後依據本研究的研究結果，來提出 Co-KF 需要改善的建議，這對於未來改善系統是很重要的參考資料。

In the classroom, the teacher lets the students conduct group discussion activities, and the students will actively think about how to present the knowledge they have or discuss in the discussion about the presentation of ideas and their proposed ideas are continuously improved and innovated, in which the process of sharing and discussing ideas is called “knowledge building”. However, students' knowledge building activities are limited by space and time, and it is difficult to record the students' learning process of knowledge building activities. Therefore, a platform (Collaborative Workspace for Knowledge Building, Co-KF) was established to solve the above problems, and it is accompanied by innovative tools for students to use, so as to promote the efficiency of students' knowledge building activities. A total of 61 volunteer Taiwanese university students participated in the platform evaluations of Co-KF. The responses on the quantitative questionnaire designed for the platform evaluations in this study showed that overall perceived usefulness, overall perceived ease of use, overall intention to use and perceived usefulness of the tools were positive. They expressed that the functions provided by Co-KF were useful and user-friendly. Finally, from the results of the data analyses, this study proposed suggestions for the improvement on Co-KF, which are important indicators to improve and advance the system in the future.

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