在結合科技的學習環境中，良好的互動是不可或缺的，而合作學習便常運用在教學當中以提升互動性，但傳統桌上型電腦並不完全適合運用在面對面溝通的情況，日益受到重視的行動載具提供了較為自然的互動環境，此外，電腦輔助溝通也被發現無法完全協助低成就者提升學習效果及互動程度，學習風格的導入對於影響行動學習所帶來的高認知負荷量具有潛力，因此，提供符合個人需求的適性化學習更顯重要。本研究發展了學習風格融入行動合作學習的環境（LSIMCL），並與未考量學習風格的行動合作學習環境進行比較，及探討對於低、中、高成就者及不同學習風格者在學習成效及態度上的影響。結果顯示LSIMCL的學習成效高於控制組，低成就者的進步幅度最大；LSIMCL組在適用性、互動性及滿意度上都較控制組高，且低成就者有較高的滿意度及互動性，控制組中的低成就者認為閱讀電子書有較高的困難度、需較高的心力及注意力，但LSIMCL中低成就者相較於其他程度者並無顯著差異；而各學習風格者之間在學習成效及態度上並無顯著差異，此結果對於結合行動合作學習及學習適性化之課程及教材設計將有相當的助益。
In a learning environment that integrates technology with cooperative learning, interaction is believed to be essential to improving learning. However, traditional desktop computers are not suitable for face-to-face interaction while mobile tools enable students to interact naturally. Moreover, computer-mediated communication may not totally benefit low achievers' performance and interaction. The heavy cognitive load from mobile learning deteriorates performance and learning style may affect cognitive load. More assistance to individual students becomes indispensable. This study developed a learning style, integrated with mobile cooperative learning environment system (LSIMCL). The results showed that the LSIMCL group performed better than the non-LSIMCL group. The low achievers outperformed the medium and high achievers in their learning increase. Moreover, the LSIMCL students had more score growth and perceived the environment to be more adaptable, interactive, and satisfying than the non-LSIMCL group. In the non-LSIMCL group, the low achievers had more difficulty, needed more effort and attention when reading the e-book than the other achievers, while there was no difference for the LSIMCL group. The findings would be valuable for instructors who intend to develop a mobile cooperative learning environment while taking individual learning differences into consideration.
