本研究的目的為探討不同思考方式對行動學習使用行為之影響，以臺北地區已實施行動學習之中、小學生為研究對象，透過專家訪談與問卷調查方式，進行樣本資料蒐集，以行為理論之科技接受模式概念為基礎，建立研究架構，加入個人背景、思考方式（六頂思考帽）、行動學習教學方法（直接引導學習法、心智工具與探究式學習法）和四種學習風格（視覺、聽覺、讀／寫及動覺）為研究變項，並建立相關研究假設。本研究共發放300份量化問卷調查，回收有效問卷237份。經統計分析結果，個人背景對使用行為與思考方式有部分顯著影響；思考方式對使用行為有部分顯著影響；教學方法對使用行為有部分顯著影響；學習風格對使用行為有非常顯著影響；教學方法與思考方式的交互作用對使用行為有顯著影響；學習風格與思考方式的交互作用對使用行為有顯著影響。本研究藉由了解學生的思考方式、學習風格、教學方法及使用行為，期望可提供作為推動行動學習相關人員之參考。

This study proposes a model to identify the relevant factors that influence the students’s mobile learning (m-learning) usage behaviors. The factors are including personal background, six thinking hats for the ways of the thinkings; mobile learning’s teaching methods and VARK (visual, auditory, reading/writing, & kinesthetic) learning styles. The methodology used for this study was questionnaire survey and used expert interview to guarantee the suitability of each questionnaire in advacned. A structural model was used to analyze the data collected from two hundred and thirty-seven students. This study find out that personal background have positive influence on mobile learning’s usage behavior and the ways of thinkings; The ways of the thinkings, teaching methods and learning styles have significant positive impact on usage behavior; The interaction analysis of the teaching methods and learning styles moderators have positive impact on usage behavior. Results from this study expcted to provide a reference to relevant users in mobile learning implementation.