本研究設計一個以Moodle為平臺，融合網路、行動載具及擴增實境的正向思考行動學習系統，以三組有學習困擾的大學生為對象，採用單組前、後測實驗設計，探討大學生因應學習困擾與復原力之成效。實驗採正向思考行動學習系統輔助學習困擾的因應，包括：以行動學習系統提供正向思考引導的多媒體學習資源進行自主學習；運用問題導向小組合作學習及輔導機制進行學期中學習困擾因應的實時學習。研究結果顯示：一、採用正向思考行動學習系統的三組大學生其學習困擾因應及挫折復原力之學習成效，均達顯著差異；二、參與實驗的三組大學生對於正向思考行動學習系統的「教學潛力」層面滿意度最佳。

In this research, a positive thinking mobile learning system, which consist of an online learning system based on the Moodle platform and a mobile device with the augmented reality system is designed. This study focuses on the learning effect for three group's college students. We adopt the one group pretest-posttest experimental methodology to explore the learning effectiveness of using the positive thinking learning in coping learning disturbances of three group's students with learning disturbances. We also study satisfaction issue of using the positive thinking mobile learning system function. The experimental group takes positive thinking mobile learning system by self-directive learning. An online learning system is also used to allow students to access multimedia teaching materials at any time. The problem-oriented group cooperative learning and counseling mechanism were using to conduct real-time learning for learning disturbances within semester. The statistic results as fellow: 1. The positive thinking mobile learning system designed by this study can promote the three experimental group college students' resilience and learning effect in coping learning disturbances. And these three experimental groups have significant differences between pretest and posttest in coping learning disturbances and resilience; 2. The ＂teaching potential＂ is the most satisfaction dimension of the positive thinking mobile learning system by the three experimental group college students.