本研究結合行動學習的特性，以教學目標與策略為基礎，設計一套學習活動內容，讓華語文學習者藉由此學習活動，提升其學習動機、成效與滿意度。學習活動以行動載具為工具，結合全語言學習理論、溝通式教學法、任務教學法與學習階層理論為教學策略，融入行動學習與遊戲式學習之特性，進行教學實驗，與傳統教學方式下的學習動機、成效與滿意度，進行分析比較。
本研究採用準實驗設計及問卷調查法，對象為台灣某大學所設立之華語中心的40位外籍學習者，分成20位實驗組及20為對照組。探討學習者透過行動學習進行教學活動後，對於華語文知識的學習成效之差異。實驗組為闖關任務之行動學習，對照組為傳統教學之對話演練活動。實驗前兩組皆進行學習成效前測測驗，實驗結束後再施以學習成效後測測驗、學習動機與滿意度問卷，研究結果發現：1. 行動學習輔助華語文學習會提升學習動機。2. 行動學習輔助華語文學習會提高學習成效。 3. 華語文行動學習擁有良好與正面的學習滿意度。 4. 不同程度的學習動機語學習成效正相關。 5. 不同程度的學習動機與學習滿意度正相關。 6. 華語程度較低的學習者，其學習成效獲利優於程度較高者。 7. 華語程度較低的學習者，其學習滿意度優於程度較高者。從研究結果可得知，透過行動學習輔助華語文學習可以強化學習者的學習成效，且對於學習動機與滿意度趨於正向，使教學活動更容易進行，進而達成教學目標。

A mobile activity will be presented in this study with the guidance of learning and practicing Chinese as second language. This learning activity was based on the teaching strategy to design the content. The goal was to enhance learners’ learning motivation, academic achievement and satisfaction. The learning activity was designed with Whole Language Approach, Communicative Language Learning, Task-Based Language Teaching and Hierarchy of Learning that are suitable for Chinese as second language learning over the mobile devices. In this study, it used an experiment (using mobile devices) and a questionnaire for Chinese learners. The subjects of the study are 40 learners of a university in Taiwan. They were divided in to an experimental group and a control group. Before the experiment, it had a pretest to evaluate learners’ levels of the Chinese language. After the experiment, a posttest and a questionnaire survey was conducted. By experimental obtained before and after the test volume scores with the results of the questionnaire data analysis, in order to understand the situation and the effect of subjects learning. The main findings of this research are as follows: 1. Mobile learning could increase learning motivation. 2. Mobile learning could increase academic achievement. 3. Mobile learning could increase satisfaction. 4. Different levels of motivation and academic achievement positively correlated. 5. Different levels of motivation and satisfaction positively correlated. 6. Low level of Chinese learners had a higher academic achievement than high level. 7. Low level of Chinese learners had a higher satisfaction than high level.

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