隨著網際網路的蓬勃發展，以科技輔助於學科教學，是重要的研究議題，然而觀光科系學科之科技輔助研究甚少，故本研究欲發展一套線上地圖心智工具，結合線上地圖、空間思維理論與地理資訊系統之部分功能，應用於大專生遊程規劃專題之學習，並評估學生有無使用線上地圖心智工具的學習成效與專題表現差異。此外也針對遊程規劃專題的活動歷程與活動態度及線上地圖心智工具使用態度進行探討。最後由研究結果提出建議，以作為使用線上地圖心智工具於遊程規劃專題活動之教學參考。
本研究對象為桃園縣某科技大學兩班之觀光科系學生，共66位學生，其中實驗組36人，控制組30人。實驗組為有使用線上地圖心智工具之組別，控制組則無使用，兩組別皆進行遊程規劃專題活動。
本研究採用量化及質化內容分析，根據研究結果發現：一、使用線上地圖心智工具進行遊程規劃專題，在學生專題學習成效上，顯著優於沒有使用線上地圖心智工具之組別。。二、使用線上地圖心智工具進行遊程規劃專題，在學生專題表現成果上，顯著優於沒有使用線上地圖心智工具之組別。三、兩組學生的遊程規劃專題活動歷程中，在地點搜尋、景點選擇、地圖輔助，以及規劃上，有所差異。四、兩組學生對遊程規劃專題活動，皆有正面的學習態度。實驗組學生對線上地圖心智工具也持有正面的使用態度。

With the rapid development of the Internet, technology integrated teaching and learning is an important issue nowadays; however, little research was found in tourism field. This study, therefore, aims to develop a set of Online-map Mind-tool, combining online maps, spatial thinking, and some functions of geographic information system for college students' learning of tour planning projects. The tool also helped assess whether students showed differences in learning and performance when using the Online-map Mind-tool. Furthermore, the study explored students’ attitudes toward their tour planning projects and the Online-map Mind-tool. The study finally provided recommendations for teaching a tour planning project by using Online-map Mind-tool.
Subjects of this study were 66 students in two classes from the department of tourism in one university of technology in Taoyuan County. 36 students were in the experimental group, and 30 students were in the control group. The experimental group used the Online-map Mind-tool for their tour planning projects, while the control group did not.
This study used both quantitative and qualitative content analysis. Main findings of this study were the following. First, students using the Online-map Mind-tool for tour planning projects performed significantly better in project learning than the control group. Second, students using the Online-map Mind-tool for tour planning projects showed better performance in quality of their projects. Third, there are some differences in two groups of processes that on location searching, attractions selection, map assistance, and planning on tour planning project. Fourth, both groups showed positive attitudes towards tour planning project learning, and the experimental group also showed positive views of Online-map Mind-tool.

王珮珊(2006)。應用電子地圖於國小鄉土教育之行動研究。國立嘉義大學教育科技研究所碩士論文，未出版，嘉義市。

交通部觀光局(2011)。中華民國100年國人旅遊狀況調查報告，觀光市場調查摘要。

朱道力(2005)。旅遊路線設計與關連聚落之區位分析。社會科教育研究，10，1-21。

朱韻婷(2002)。應用網路專題導向學習於國小統整課程之行動研究。淡江大學教育科技研究所碩士論文，未出版，新北市。

吳金一(2000)。淺談專題導向學習。國教之友，52(2)，12-18。

汪書琦(2011)。以專題導向學習融入教學媒體與科技課程之行動研究。國立東華大學課程設計與潛能開發學系教育碩士班碩士論文，未出版，花蓮縣。

林達森(1999年)。論析統整性課程及其對九年一貫課程的啟示。教育研究資訊，7(4)，97-116。

林鳳鈴(2008)。綠島永續性生態旅遊遊程規劃。國立台北大學自然資源與環境研究所碩士論文，未出版，新北市。

保繼剛、楚義芳(2003)。旅遊地理學，修訂版。北京：高等教育出版社。

施保旭(2000)。地理資訊系統。台北：儒林圖書有限公司。

容繼業(1992)。旅行業理論與實務。台北: 楊智文化事業股份有限公司。

徐新逸(2001)。如何利用網路幫助孩子成為研究高手？網路專題式學習與教學創新。台灣教育，607，25-34。

涂振昇(1992)。遊程規劃原則及評估方法之研究─以花東地區為例。國立成功大學建築研究所碩士論文，未出版，台南市。

張春蘭、莊昀、洪芸香(2009)。利用網路地圖認識地理環境。科學發展，439，6-13。

張美玲(2000)。以專題為基礎之教學與學習對國小學生自然科學習動機與學習成就之影響。國立屏東師範學院國民教育研究所碩士論文，未出版，屏東市。

梁燕琳(2011)。結合專題導向學習之部落格多媒體專題寫作之歷程分析─以高職音樂課程為例。國立台灣師範大學資訊教育研究所碩士論文，未出版，台北市。

許哲瑜(2009)。遊程規劃系統建置與評估之研究─以飛牛牧場為例。國立中興大學園藝學系碩士學位論文，未出版，台中市。

陳日月(2010)。運用班級部落格與數位博物館於國小專題導向學習之研究。高雄師範大學工業科技教育學系碩士論文，未出版，高雄市。

陳貞吟、孟佳瑾與曾庭筠(2010)。教育觀光：偏遠國小遊學之意義與價值。環境與管理研究，11(1)，59-76。

陳哲彰(2007)。電子地圖融入國小四年級社會科地圖教學之應用。國立嘉義大學教育科技研究所，未出版，嘉義市。

陳瑞倫(2004)。遊程規劃與成本分析。臺北市：揚智文化。

黃明信(2002)。國小網路專題式教學模式之設計。私立淡江大學教育科技學系碩士論文，未出版，新北市。

楊琳萱(2011)。利用學校周邊自然地區以「專題導向學習法」進行自然探索學習。國立台北教育大學自然科學教育學系碩士論文，未出版，台北市。

葉嘉楠(2006)。觀光景點及路線之評估：以新竹市為例。中華行政學報，3，25-58。

劉彥宏(2007)。線上專題導向學習管理系統之設計及其在專題導向合作學習的應用。臺北市立教育大學數學資訊教育研究所碩士論文，未出版，台北市。

顏曉玲(2008)。府城文化觀光資源與遊程設計之研究。靜宜大學碩士論文，未出版，台中市。

顏膺修(2012)。雲端上的科學專題導向學習─運用雲端運算服務於國小科學之專題導向學習研究。彰化師範大學科學教育研究所博士論文，未出版，彰化縣。

魏小安、魏詩華(2004)。旅遊情景規劃與項目體驗設計。旅遊學刊，19(4)，38-44。

蘇國章(2005)。電子地圖運用於社會領域地圖教學對國小五年級學童空間認知之影響。國立嘉義大學教育科技研究所碩士論文，未出版，嘉義市。
 
Alibrandi, M. (2003a). Is there any spatially intelligent life on this planet? In M. Alibrandi (Ed.), GIS in the classroom: Using geographic information systems in social studies and environmental science (pp.18-43). Portsmouth, NH: Heinemann.

Alibrandi, M. (2003b). Oral history, GIS, and the web: Putting African American history on the map. In M. Alibrandi (Ed.), GIS in the classroom: Using geographic information systems in social studies and environmental science (pp.76-96). Portsmouth, NH: Heinemann.

Averill, D. S. (2005, 4). Using Mindtools in Education. T H E Journal, 32(9), 30-30.

Baker, R., & White, S. (2003). The effects of GIS on students’ attitudes, self-efficacy and achievement in middle school science classrooms. Journal of Geography, 102, 243-254.

Bereiter, C., & Scardamalia, M. (1996). Two models of classroom learning using a communal database. In S. Dijkstra, H. P. M. Krammer & J. J. G. van Merrienboer (Eds.), Instructional models in computer-based learning environments (p.229-242). NY: Springer-Verlag.

Broda, H. W., & Baxter, R. E. (2003). Using GIS and GPS technology as an instructional tool. The Social Studies, 94(3), 158-160.

Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palinesar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3 & 4), 369-398.

Chang, T.-Y., & Hsu, J.-M. (2010). Development framework for tourism and hospitality. Journal of Hospitality, Leisure, Sport and Tourism Education, 9(1), 101-109.

Chen, R. J. C. (2007). Geographic information systems (GIS) applications in retail tourism and teaching curriculum. Journal of Retailing and Consumer Services, 14, 289-295.

Chiou, C. C. (2008). The effect of concept mapping on students’ learning achievements and interests. Innovations in Education & Teaching International, 45, 4, 375-387.

Chiou, C. K., Tseng, J. C. R., Hwang, G. J., & Heller, S. (2010). An adaptive navigation support system for conducting context-aware ubiquitous learning in museums. Computers & Education, 55(2), 834–845.

Chu, H. C., Hwang, G. J., Tsai, C. C., & Tseng, J. C. R. (2010). A two-tier test approach to developing location-aware mobile learning system for natural science course. Computers & Education, 55(4), 1618–1627.

Chu, H. C., Hwang, G. J., & Tsai, C. C. (2010). A knowledge engineering approach to developing mindtools for context-aware ubiquitous learning. Computer and Education. 54(1), 289-297.

Chu, H. C., Hwang, G. J. & Huang, Y. M. (2010). An enhanced learning diagnosis model based on concept effect relationships with multiple knowledge levels. Innovations in Education and Teaching International, 47( 1), 53-67.

Coffey, J. W. (2007). A meta-cognitive tool for courseware development, maintenance, and reuse. Computers & Education, 48, 548-566.

Costa, A. L. (2001). Teacher behaviors that enable student thinking. In Developing Minds: A Resource Book for Teaching Thinking, 359–369. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Davis, R.D. R.P.Bagozzi, and P.R.Warshaw.(1989). User acceptance of computer technology: A comparison of two theoretical model. Management Science, 35(8), 982-1003.

Deway, J. (1910). How We Think? Washington, DC: Health.

Farsari, Y. & Prastacos, P. (2004). Conceptualising tourism policies in north. Mediterranean mass destinations. Tourism Today, 4, 89-102.

 
Favier, T. T., & ScheeJ. A. van der. (2012). Exploring the characteristics of an optimal design for inquiry-based geography education with Geographic Information Systems. Computers & Education, 58(1), 666-677.

Frank, M., & Barzilai, A. (2004). Integrating alternative assessment in a project-based learning course for pre-service science and technology teachers. Assessment and Evaluation in Higher Education, 29(1), 41-62.

Grant, M. M. & Branch, R. M. (2005). Project-Based Learning in a middle school： Tracing abilities through the artifacts of learning. Journal of Research on Technology in Education, 38(1), 65-98.

Gubacs, K. (2004). Project-based learning： A student-centered approach to integrating technology into physical education teacher education. Journal of Physical Education, 75(7), 33-43.

Gunasekera, R. (2004). Use of GIS for environmental impact assessment: An interdisciplinary approach. Interdisciplinary Science Review, 29(1), 37-48.

Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance freshman year through graduation. Journal of Educational Psychology, 94, 562-575.

Hall-Wallace, M. K., & McAuliffe, C. M. (2002). Design, implemetation, and evaluation of GIS-based learing materials in an introductory geoscience course. Journal of Geoscience Education, 50(1), 5-14.

Hopson, M. H., Simms, R. L., & Knezek, G. A. (2002). Using a technology-enriched environment to improve higher-order thinking skills. Journal of Research on Technology in Education, 34(2), 109-119.

Hsiao, C. W. & Hung, P. H. (2010). Spreadsheet integrated mathematics instruction and assessment designs. International Journal on Digital Learning Technology, 2(3), 1-18.

 
Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56(1), 1023–1031.

Hwang, G. H., Chu, H. G., Lin, Y. S., & Tsai, C. C. (2011). A knowledge acquisition approach to developing Mindtools for organizing and sharing differentiating knowledge in a ubiquitous learning environment. Computers & Education, 57(1), 1368-1377.

Hwang, G. J., Tseng, J. C. R. & Hwang, G. H. (2008). Diagnosing student learning problems based on historical assessment records. Innovations in Education and Teaching International, 45(1), 77-89.

Isbell, K. (2005), Project-based learning on the WWW, Green Teacher, 2004/2005, Winter(75), 43-43.

Jonassen, D. H. (1992). Evaluating constructivistic learning. In T. M. Duffy, & D. H. Jonassen (Eds.), Constructivism and the technology of instruction: A conversation (pp.137-156). Hillsdale: Lawrence Erlbaum Associates, Inc.

Jonassen, D. H. (1996). Computers in the classroom: Mindtools for critical thinking. Englewood Cliffs, New Jersey Columbus, Ohio.

Jonassen, D. H., Carr, C., & Yueh, H.-P. (1998). Computers as Mindtools for Engaging Learners in Critical Thinking. TechTrends, 43(2), 24-32.

Jonassen, D. H. (1999). Computers as Mindtools for schools, engaging critical thinking. Englewood Cliffs, NJ: Prentice-Hall.

Jonassen, D. H.(2000). Computer as mindtools for school: Engaging critical thinking. Upper Saddle River, NJ: Prentice Hall.

Jonassen, D. H. (2006). Modeling with technology: Mindtools for conceptual change (3rd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.

Jo, I. & Bednarz, S.W. (2009) Evaluating geography textbook questions from a spatial perspective: Using concepts of space, tools of representation, and cognitive processes to evaluate spatiality. Journal of Geography,108(1), 4-13.
Kao, G. Y. M., Lin, S. S. J. & Sun, C. T. (2008a). Beyond Sharing: engaging Students in Cooperative and Competitive Active Learning. Educational Technology & Society, 11, 3, 82–96.

Kao, G. Y. M., Lin, S. S. J. & Sun, C. T. (2008b). Breaking concept boundaries to enhance creative potential: using integrated concept maps for conceptual self-awareness. Computers & Education, 51, 1718–1728.

Katz, L. G. (1985). Engaging children's minds: The project approach. Connecticut: Ablex Publishing Corporation.

Katz, L., & Chard, S. (1989). Engaging children's minds: The project approach. Norwood, N.J.: Ablex Publishing Corporation.

Kerski, J. (2003). The implementation and effectiveness of geographic information systems technology and methods in secondary education. Journal of Geography, 102, 128-137.

Kinniburgh, J. (2010). A constructivist approach to using GIS in the New Zealand classroomnzg. New Zealand Geographer, 66, 74-84.

Köse, Utku. (2010). A web based system for project-based learning activities in“web design and programming” course. Procedia Social and Behavioral Sciences, 2, 1174–1184.

Kirschner, P. A., & Erkens, G. (2006). Cognitive tools and mindtools for collaborative learning. Journal of Educational Computing Research, 35(2), 199-209.

Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., & Soloway, E. (1994). A Collaborative Model for Helping Middle Grade Science Teachers Learn Project-Based Instruction. The elementary school journal, 94(5), 483-497.

Krajcik, J., Czerniak, C., & Berger, C. (2003). Teaching science in elementary and middle school classrooms: A project-based approach. New York, NY: McGraw-Hill.

 
Lai, K. C. (1999). Freedom to learn: A study of the experiences of secondary school teachers and students in a geography field trip. International Research in Geographical and Environmental Education, 8(3), 239-255.

Lamontagne, C., Desjardins, F., & Bénard, M. (2007). Flatbrain spreadsheets: mindtool outside the box? British Journal of Educational Technology, 38(4), 687-698.

Liben, L. S. (2000). Map use and the development of spatial cognition: Seeing the big picture. Developmental Science, 3(3), 270-274. Retrieved August 4, 2004 from EBSCOHost database (Academic Search Premier) on the World Wide Web: http://www.ebsco.com

Liu, C. C., Don, P. H. & Tsai, C. M. (2005). Assessment based on linkage patterns in concept maps. Journal of Information Science and Engineering, 21(5), 873-890.

Liu, S., & Zhu, X. (2008). Designing a structured and interactive learning environment based on GIS for secondary Geography education. Journal of Geography, 107, 12-9.

Lloyed, R., & Bunch, R. L. (2003). Technology and map-learning: Users, methods, symbols. Annals of Association American Geographers, 93(4), 828-850.

Markkanen, H., Ponta, D., & Donzellini, G. (2001) NetPro: Methodologies and tools for project-based learning in Internet. In C. Montgomerie & J. Viteli (Eds.), Proceedings of ED-MEDIA (pp.1230-1235). Norfolk, VA: AACE.

Meyer, J. W., Butterick, J., Olkin, M., & Zack, G. (1999). GIS in the k-12 curriculum: A cautionary note. Professional Geographer, 51(4), 571-578.

Nespor, J. (2000). School field trips and the curriculum of public spaces. Journal of Curriculum Studies, 32(1), 25-43.

Panjaburee, P., Hwang, G. J., Triampo, W. & Shih, B. Y. (2010). A multi-expert approach for developing testing and diagnostic systems based on the concept-effect model. Computers & Education, 55(2), 527-540.

 
Pea, R. D. (1985). Beyond amplication: Using the computer to reorganize mental functioning. Educational Psychologist, 20(4), 167-182.

Peng, H., Chuang, P.-Y., Hwang, G.-J., Chu, H.-C., Wu, T.-T., & Huang, S.-X. (2009). Ubiquitous Performance-support System as Mindtool: A Case Study of Instructional Decision Making and Learning Assistant. Educational Technology & Society, 12(1), 107-120.

Peng, H. Y., Su, Y. J., Chou, C. & Tsai, C. C. (2009). Ubiquitous knowledge construction: mobile learning re-defined and a conceptual framework. Innovations in Education and Teaching International, 46(2), 171–183.

Peterson, S. E. & Myer, R. A. (1995). The use of collaborative project-based learning in counselor education. Counselor Education and Supervision, 35(2), 150-158.

Reader, W. & Hammond, N. (1994). Computer-based tools to support learning from hypertext: concept mapping tools and beyond. Computers & Education, 12, 99-106.

Ritchie, Carr & Cooper (2003). Managing Educational Tourism, Tonanda, NY: Channel View Publications.

Ruiz-Primo, M. A. & Shavelson, R. J. (1996). Problems and issues in the use of concept maps in science assessment. Journal of Research in Science Teaching, 33, 569-600.

Sanders, R. L., Kajs, L. T., & Crawford, C. M. (2002). Electronic mapping in education: The use of geographic information systems. Journal of Research on Technology in Education, 34(2), 121-129.

Savage, T., Sanchez, I. A., O’Donnell, F., & Tangney, B. (2003). Using robotic technology as a constructionist Mindtool in knowledge construction. In Proceedings of the third IEEE international conference on advanced learning technologies (ICALT’03) (pp. 324–325). Washington, DC: IEEE Computer Society Press.

Solomon, G. (2003). Project-Based Learning: a Primer. Technology & learning, 23(6), 20-26.

Stoney, S., & Oliver, R. (1999). Can higher order thinking and congnitive engagement be enhanced with multimedia? Retrieved from http://imej.wfu.edu/articles/1999/2/07/index.asp. 2012/3/21

Sharon, A., Perelman, Ｖ., & Dori, D. (2008). Project–Product Lifecycle Management Approach for ImprovedSystems Engineering Practices. Proceedings of Eighteenth Annual International Symposium of the InternationalCouncil on Systems Engineering (INCOSE), Utrecht, the Netherlands.

Tal, R. (2001). Incorporating field trips as science learning environment enrichment: An interpretative study. Learning Environments Research, 4, 25-49.

Thomas, J. W. (2000). A review of research of project-based learning. Retrieved June 2000, from http://www.autodesk.com/foundation.

Uttal, D. H. (2000). Seeing the big picture: Map use and the development of spatial cognition. Developmental Science, 3(3), 247-286. Retrieved August 4, 2004 from EBSCOHost database (Academic Search Premier) on the World Wide Web: http://www.ebsco.com

Valcke, M., Rots, I., Verbeke, M., & Braak, J. V. (2007). ICT teacher training: evaluation of the curriculum and training approach in Flanders. Teaching and Teacher Education, 23(6), 795–808.

Van Joolingen, W., De Jong, T., & Dimitrakopoulou, A. (2007). Issues in computer supported inquiry learning in science. Journal of Computer–Assisted Learning, 23, 111-119.