本研究以嘉義縣兩班新移民女性各15名學員為對象，採用準實驗設計，探討新移民女性進行古蹟學習之成效。實驗組除了傳統課堂教學外，並採用無所不在學習系統輔助學習，包括：「Moodle網路學習系統」提供多媒體學習資料及在家上網學習、「Android智慧型手機學習系統」、運用QR-code、線上學習、測驗、照相與語音紀錄等功能進行戶外行動體驗學習，以及「遠端即時輔導系統」提供每日識字簡訊學習。對照組除了傳統課堂教學外，並採用每日紙筆識字學習。研究目的有二：一、運用「古蹟學習成效測驗卷」探討兩組學生的古蹟學習成效前、後測成績之差異情形；二、運用「Moodle網路學習系統滿意度問卷」、「Android智慧型手機學習系統滿意度問卷」及「古蹟認識與維護體驗行動學習態度問卷」測量實驗組使用無所不在學習系統輔助學習之滿意度情形。經由統計結果分析與討論，發現透過無所不在學習系統進行學習較傳統教室學習，能有效提升新移民女性之古蹟學習成效、輔助進行識字的無縫學習、提升新移民女性之古蹟認識與維護的學習態度，以及激發新移民女性識字學習動機。

In this study, we choose two classes of new immigrant female students as the research objects, and in each class there are 15 students who are all lived in Chiayi County. The quasi-experimental design is used to explore their learning effective of historical sites. The experimental group uses an ubiquitous learning system with the classroom teaching, and a Moodle online learning system is also used to support multimedia materials for at home learning. We developed an Android platform-based smart phone learning system for outdoor learning which includes QR-code, online learning, tests, photos and voice record functions, and an Instant-Message system which provides after-school daily literacy learning for the students. The control group uses the classroom teaching and daily pencil and paper literacy learning. There are two purposes in this study, first, to evaluate the experimental and control group before and after this teaching experiment using “The test paper of historical sites learning effect,” and then, to evaluate the satisfaction of the students who take U-learning experiment after experiment Using “Moodle online learning system satisfaction questionnaire,” “Android Smartphone learning system satisfaction questionnaire” and “The monuments understanding and maintenance experience action learning attitude questionnaire.” After analyzing and discussing the results of statistical data, there are some conclusions have been proposed as fellows: The use of U-learning system can promote the learning effect for new immigrant female students more than that of using traditional classroom teaching. It could also assist seamless learning literacy, to enhance the learning attitude of understanding and maintenance of the historical sites, and inspire the motivation of literacy learning.