線上討論的教學活動日益受到重視，而部落格也是眾多網路互動工具中可促進知識建構與互動有潛力的工具之一。以往的研究指出若是有適當工具的輔助，將可以使線上討論學習的效益更為提升。因此本研究欲設計一系列的心智工具，以輔助部落格線上討論教學活動。結合部落格運用於高中生的資訊倫理學習單元中，評估學習者有無使用線上討論輔助心智工具的學習成效與討論內容中認知歷程的差異。
本研究之研究對象為台北市某普通高中六個班級之二年級學生，共267位學生，研究分為三組。實驗組1為使用基礎心智工具(一般輔助知識搜尋之工具)之組別，實驗組2為使用進階心智工具(基礎心智工具再加入知識彙整功能)之組別，而控制組則為使用一般部落格，無使用心智工具之組別；如此進行線上討論專題活動。
本研究採用量化及質化內容分析，根據研究結果發現：一、學生在運用心智工具後，資訊科技相關法律知識顯著較控制組的學生為高。二、運用心智工具的學生，在活動歷程中，達到基礎認知理解層次的討論內容佔總活動發言內容的比例顯著優於控制組，而在與學習主題無關的發言內容中數量比例則低於控制組。而進一步的分析發現，使用進階心智工具的學生，在基礎認知理解討論的專家編碼結果數量比例高於使用基礎心智工具的學生，在進階認知層次(分析與評鑑)討論的專家編碼結果數量比例亦高亦高於使用基礎心智工具的學生而在與學習主題無關的發言內容數量比例上則低於使用基礎心智工具的學生。上述的結果說明了本研究所發展的工具對於促進學習者在部落格討論活動中知識獲得與認知技能的成效。

The importance of online discussion instructional activities has been emphasized these days, and blog is one of the online interactive tools that promote knowledge construction and interaction. Previous studies showed that the benefit of online discussion can be enhanced if appropriate tools were used. The study, therefore, aims to design a series of mind-tools to assist blog-based discussion teaching activities. The study also integrates blogs in the information ethic instruction for high school students to evaluate learners’ learning outcomes and their cognitive process in discussion with or without the online discussion instructional activities.
Participants in this study included 267 high school students of the 2nd year from six classes in Taipei city. They were divided into three groups for online discussion activities: the first experimental group used the basic mind-tool that assisted in information searching; the second experimental group used the advanced mind-tool that added the information integration function besides the other functions in the basic mind-tool; the control group used traditional blogs without any mind-tools.
Both quantitative and qualitative methods were used in this study. The results showed that students with the mind-tools indicated better knowledge in information technology laws than the control group. Moreover, students with the mind-tools had more discussions that reach the basic cognitive level and fewer irrelevant discussions than the control group. Our further analysis showed that students who used the advanced mind-tool had more codes in the discussions of basic cognitive level than the students who used the basic mind-tool as well as in the discussions of advanced cognitive level (e.g., analysis and evaluation). They also had fewer irrelevant discussions than the students with the basic mind-tool. These findings indicated that the tools developed in this study may promote learners’ knowledge and cognitive skills in the blog-based discussion activities.

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