在二十世紀末造成人類文明變動最大的兩大發明，一個是網路，另一個大就是手機了，如今手機已經成為使用最普遍的行動裝置，而使用手機的方式早已超過「通話」的範疇。相對於娛樂功能，手機還缺乏的具教育性質的內容，未來手機將會成為我們未來的生活中最重要的數位夥伴。本研究利用手機為行動載具，在手機上開發程式，利用手機藍芽裝置方便且免費地形成動態群組與他人互動來協助英語學習，分別設計以個人式、競爭式及合作式的英語字彙學習活動，不只將手機的功能從通訊帶入教育領域，同時也將學習從教室帶入日常生活，提升學生的英語學習動機。經過以上不同的學習活動之後，再對實驗者進行後測考試，以了解學生在不同學習活動中的學習結果及差異。
本研究設計三種活動，分別為個人學習活動、合作學習活動、競爭學習活動，欲探討不同的學習策略對學習的影響。在進行實驗前先對所有學生做前測，前測採紙筆考試的方式，取得每位學生的先備知識。將學生分為三組，每組進行不同的學習活動，分別為：個人學習活動、合作學習活動、競爭學習活動。本研究以系統數據及前後測成績進行統計分析來探討不同學習策略的之間的差異，並以問卷調查方式了解學生對於手機英語字彙學習系統在有用性及易用性上的認知。
我們實地將手機動態群組的學習系統進行實驗，除了檢測動態群組系統對於行動學習的可用性、易用性之外，我們也探討個人學習與群組學習對學習的影響。研究結果發現，原本前測成績無顯著差異性的學生，在不同學習策略的英語字彙活動中會有不同的表現，最終影響其後測成績。因此即便是相同的教材內容，我們也應該注重學習活動給予學生的輔助情況，因為這會導致一連串的效應進而使學習成效變得有差異。

In the 20th century created the biggest changes in human civilization the two inventions, is a network, is another major cell phone. Today, the use of mobile phones has become the most common mobile devices, which use cell phone calls has long since exceeded the scope. Future cell phones will become our future life of the most important digital partners. In the study we used cell phone to create dynamic group of interactive environment to assist learners in learning English vocabularies. We also designed personal, competitive, and cooperative activities of English vocabulary learning. Experimenters through different learning activities, then proceed to post-test exam to understand the students at different learning activities for the learning outcomes and differences.
We actually use phone Dynamic Grouping Learning System carried out experiments. In addition to detection the availability of learning, ease of use of Dynamic Grouping Learning System, we also explore individual learning and group learning of the impact study. The results showed that the original pre-test score was no significant variations among the students in different strategy with the study of English vocabularies have different performance, and eventually affect post-test exam score. Therefore, we should focus on learning activities to give students the support, because this will lead to the continuous effect.

中文部分
莊旭瑋(民91)。資訊融入校園植物教學之行動研究-以國小五年級學生為例。國立花蓮師範學院國小科學教育研究所碩士論文。
王淑真(民94)。行動學習融入教學模式初探。國立台灣師範大學工業科技教育研究所碩士論文。
高宜敏(民90)。合作競爭式的網路分享建構學習環境。國立交通大學資訊科學研究所碩士論文。
劉修豪(民84)。自我概念在電腦輔助競爭學習環境下之研究。私立淡江大學教育資料科學研究所教學科技組碩士論文。
何茂松 (民 73)。國民中學女生的動機水準、工作難度、合作與競爭對工作表現及焦慮狀態之影響。國立台灣師範大學教育研究所碩士論文。
賴榮安 (民 83)。比賽小子：一個分散式競爭學習環境。國立中央大學資訊及電子工程研究所碩士論文。
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