第六章 結論與建議
第三節 未來研究方向
一、線上討論輔助心智工具用於其他行動裝置平台
隨著智慧型手機的蓬勃發展，現代社會已經逐漸由人手一機，演變成為人手一
「智慧型手機」。上網，儼然成為手機的標準功能，隨著手提行動運算裝置的普及，
平板、智慧型手機的興起，人們的上網活動所運用的裝置也漸漸地在改變，而線上 討論這樣的教學活動，應該也可以用更方便的行動裝置來進行。而個人行動裝置具 有體積小、螢幕小的特點，並且結合了如照相機、錄影錄音功能、GPS 等感應裝置，
未來的研究可以進一步依這些特點設計在行動裝置上適用的線上討論輔助心智工 具。
二、線上討論活動於其他學習階段的運用
本研究所針對的研究對象乃是以普通高中二年級的學生為例，然而並非只有高 中學生可使用線上討論的教學方式，因此期望在未來的研究時，可以將結合心智工 具的線上討論輔助系統由不同學制的學生來使用，例如國小、國中、大專院校的學 生，探討是否依然能夠對線上討論活動成效產生實質的幫助。
三、線上討論活動對不同性別及不同程度學生之學習影響
本研究之研究對象是以普通高中學生為例，雖證明輔助心智工具能夠提升學習 者之線上討論成效，然而性別亦可能是學習活動中一個重要的變數，本研究並未特 別去探討不同性別學生進行線上討論活動的行為差異，不同性別的學生在線上討論 的態度與行為是有可能有所不同，這將可以是未來的探討目標之一。此外，本研究 也未去探究各種不同程度學生在線上討論活動中的學習與發展差異，且可以進一步 探討不同程度的學生在線上討論活動的適用性以及其影響。
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四、線上討論輔助心智工具加入鷹架引導
本研究雖然在線上討論心智工具中設計有知識筆記心智工具，亦有提供筆記分 類等功能，但除此之外知識筆記心智工具並沒有進一步能輔助學習者撰寫筆記的功 能。未來的研究應可以加入輔助撰寫筆記內容之鷹架，對經驗不足或學習動機不夠 強烈的學習者撰寫筆記的時候提供相關鷹架的協助，或許能夠更進一步的幫助學習 者完成筆記並提升學習成效。
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附錄一 線上討論案例
Facebook「讚」不「讚」That is a question
高中生阿明是個臉書 FaceBook 的重度使用者，平日閒來無事就喜歡掛在臉書上關 心朋友們的動態並對其中有興趣的動態做出回應。而阿明有個好朋友青樹，是個衝 動且富有正義感的人，有天青樹懷疑班上同學月花似乎在超商買的時候偷偷偷了東 西，於是就將這件事情貼上臉書的動態，指名道姓的直指月花偷東西。愛用臉書的 阿明看到這則朋友發的動態，二話不說就按了讚，而這則動態在不久之後就被月花 看到了，月花認為自己並沒有偷東西，對於青樹的言論以及按讚的阿明非常的不 滿，誓言要他們付出代價，於是一狀告上了法院..。
1. 你覺得青樹的行為是正確的嗎？為什麼？(請盡量提出你的假設，依照你的假設 進行之後的論述)
2. 你覺得阿明的行為正確嗎？你認為阿明是否有罪呢(請盡量提出你的假設，依照
2. 你覺得阿明的行為正確嗎？你認為阿明是否有罪呢(請盡量提出你的假設，依照