近年來隨著網際網路快速發展，科技不斷進步，改變人們的生活樣貌、溝通與取得資訊的方式，也促使人們的日常生活愈來愈無法脫離行動科技的使用。特別是今日的數位原生代，一群一出生就生活在數位的世界，網路、行動裝置普遍的時代，習慣同時操作運用不同的媒體，他們具有非常快速的資訊搜尋和獲取的能力，藉由數位媒體與其他社群朋友互動並進行學習，是這群新世代的新傳播技能。
本研究主要探討數位原生代不同的特質對於行動學習的影響。研究對象為新北市國小五、六年級 (11-12歲)共104位學生參與，透過行動學習後，進行問卷調查，瞭解數位原生代的特質，對行動學習的接受度和滿意度，以及對訊息處理的注意力程度、後設認知能力、工作記憶量之間的影響。本研之重要發現如下：
(1)數位原生代不同特質對行動學習接受度與滿意度的影響，以「多重任務 處理」特質有顯著影響，即多重任務處理特質愈高，對行動學習接受度、滿意度也相對提高。
(2)數位原生代行動學習接受度和滿意度對訊息處理能力的影響，在「注意力程度」、「後設認知能力」、「工作記憶量」皆有顯著影響。接受度、滿意度愈高，對注意力程度、後設認知能力和工作記憶量也會相對有學習成效。

The ways of communication and information-obtaining have changed because of the fast development of Internet and technology, which also make people’s everyday life attach to such mobile devices. Especially when we talk about “digital natives”, who were born and raised in the digital world, and used to have several media tools functioning at the same time. The ability of gathering and searching for information effectively, interacting with friends from social network and learning new knowledge through digital media are their new communication skills.
This research is based on information processing theory and mainly focus on the influence of digital natives’ characters on mobile learning. The study includes 104 elementary school students in New Taipei City, who are 11-12 years old. Through surveying after mobile learning, we understand the influence of digital natives’ char-acteristics on the satisfaction and acceptances of mobile learning, as well as the con-centration level of information processing, metacognitive ability, the working memory capacity. The research findings are below:
1.The influence of digital natives’ characteristics on mobile learning and the level of acceptance have showed positive results in “multiple mission processing”, which means the higher the character of multiple mission processing is, the higher the learning acceptance and satisfaction are.
2.The influence of “level of concentration”, ”metacognitive ability” and ”working memory capacity” on the acceptance and satisfaction of digital natives’ mobile learning have showed positive results. With higher acceptance and satisfaction , they have more learning outcomes in “level of concentration”, ”metacognitive ability” and ”working memory capacity”.

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