目前已有許多研究指出學習者空間能力與其幾何學科有顯著的正相關，然而大多數量測個體空間能力的方式是以心像旋轉以及空間視覺的測驗量表為主，鮮少探討個體對於感知空間實物大小與距離的能力。雖目前國小課程已將實際量測納入學習活動中，然而礙於傳統教學的限制影響，學習者無法正確的觀察抽象的度量單位與實際大小之間的關係。因此本研究設計一套Ubiquitous Geometry(UG)學習系統，將學習者日常生活常見的物件與其幾何學習內容作結合，並透過行動載具進行實際量測，藉此提升其量測動機與經驗，並強化對於幾何概念的記憶與理解。本研究參與者為某國小五年級三個班級的學生，共計75人，為期五週的實驗期間，三組將進行不同學習方式，以探討不同實驗干預之學習者的學習成效以及其量測估算能力之差異性，並進一步探討實驗組的學習行為與其學習成效間的關聯性。 研究結果表明，在幾何學科測驗中實驗組顯著優於控制組甲、控制組乙；在量測估算能力測驗中實驗組顯著優於控制組乙，此外接受不同學習干預的學習者其量測估算能力與其幾何學習成效皆呈現顯著正相關。實驗組的學習行為分析結果表明，在同儕互評活動中，學習者給予同儕協助(aid)性建議的數量與其學習成效呈現顯著正相關；在同儕競爭的學習活動中，學習者的挑戰次數、挑戰最高分以及觀看挑戰紀錄與其學習成效呈現顯著正相關；學習者實際量測次數與其學習成效和量測估算能力呈現顯著正相關。多數實驗組的學習者皆認為透過實際量測的經驗是能夠有效的提升其對於幾何概念的理解，並且對於其量測估算能力是有幫助的。; Several researchers recently indicated that individual’s spatial ability and learning achievement of geometry have a significant positive correlation. Out of that most of the researchers employed a questionnaire including mental rotation or spatial visualization to test individual’s spatial ability. However, the individual’s ability in perceiving the real object size or the distance to the object has not been thoroughly investigated so far. In this study, we developed the ubiquitous geometry (UG) learning system to support students to learn about geometric concepts, and to enhance their motivation to perform real world measurements. 75 fifth grade students were participated in this study during five weeks, where they were divided into three groups with different learning ways. We investigated the difference of geometry learning achievement and measurement estimation ability among three groups, and further explored the relationship between the learning behavior and learning achievement. In the geometry test, the results show that experimental group performed better than control groups I and II. The results of measurement estimation test represent that the experimental group performed better than control group II. Moreover, irrespective of the kind of learning way used, students’ geometry learning achievement has a positive correlation with their measurement estimation ability. The results of the learning behavior analysis show that the amount of aid suggestion feedbacks has a positive correlation with learning achievement. In the peer competition, the amount of competition, the highest score of competition and the amount of review competition have positive correlations with learning achievement. The amount of actual measurement has positive correlations with their learning achievement and measurement estimation ability. Finally, most of the participants had a positive attitude towards the UG system and the designed activities, and expressed that the UG system helped them to enhance their measurement ability and knowledge on geometric concepts effectively.
