本研究目的主要探討在國小六年級社會科教學中，運用一對一數位學習於小組合作概念構圖中，其社會科的學習成效、學後保留、概念圖成績、溝通模式與學習感受是否與多人共用一台學習輔具的方式有顯著差異。本研究以台中縣清水鎮某國小六年級學生為對象，並以準實驗研究方法，配合SRI的GS(Group Scribbles)軟體，分為兩種構圖模式，第一種模式為小組成員一人一台Tablet PC進行合作構圖（一對一組）；第二種模式為小組成員共用一台Tablet PC進行合作構圖（多人共用組），來探討此兩種模式之差異。
本研究主要結果發現：
一、經由統計分析後發現，兩種合作構圖模式皆可提昇學生的社會領域學習成就，但兩組學習成效未達顯著差異，顯示兩種構圖模式對於提升社會科學習成就的效果相當。
二、經由統計分析後發現，兩種合作構圖模式皆有不錯的學後保留效果，但兩組學後保留效果未達顯著差異，顯示兩種構圖模式對於社會科學後保留的效果相當。
三、經分析概念圖成績後發現，一對一組與多人共用組的概念圖成績得分相近，但一對一組的分數落差較大，容易受到小組合作默契所影響；而多人共用組在進行構圖前，會先進行小組討論，因此小組構圖的得分效率較好。
四、經分析問卷量表後發現，在一對一組的合作構圖模式下，學生主動發表意見的情況較良好，而且有較佳的合作學習感受、軟體操作感受與概念構圖學習感受。
五、經由研究者分析教學錄影後發現，一對一組溝通模式為「理想型」、「領導型」、「私下交談型」與「零碎型」，其中以「理想型」最多；多人共用組互動模式為「領導型」與「零碎型」模式，其中以「零碎型」最多。整體而言，一對一組溝通互動情況比多人共用組良好。

The purpose of this study is to discuss if there’s a significant difference on learning result, learning retention, concept mapping score, commutative pattern and learning experience by using one-on-one E-learning on collaborative concept mapping while teaching social studies to two sets of students. The object of this study is the grade six students from a school in Ching-shui township, Taichung county. This study is based on experimental research method coordinated with SRI Group Scribbles software, and comprised with two mapping models. In model one, every student has his/her own Tablet PC as the learning device (one-on-one PC ) while the students in model two share the PC with their group numbers ( group-on-one PC); mainly, it is to discuss the variations between the two sets.
The findings are the followings:
1.Statistics find that both concept mapping models help students elevate their social studies learning achievement. There’s no significant difference between the grades from both groups, which indicates these two models have the same effectiveness of elevating learning achievement.
2.Statistics finds that both concept mapping models have the right effectiveness on learning retention. There’s no significant difference on the scores between these two, which indicates these two models have the equal effectiveness on learning retention.
3.After analyzing the concept mapping scores, both models show a close score, however, the scoring gap is larger in one-on-one PC set attributed to small group collaboration influence; group-on-one PC has a team discussion before mapping which helps to gain a better score.
4.After analyzing the survey, it is found that under the concept mapping, students from one-on one PC are better with initiating their opinions; furthermore, they obtain a better cooperative learning experience, and a better chance to use the software and learning experience on concept mapping.
5.After analyzing the teaching video, the researcher found that the communicative patterns in one-on-one PC are “ideal type”, “leadership type”, “private talking type”, and “fragment type”; the “ideal type” has the largest numbers. The interactive patterns in the group-on-one PC are “leadership type” and “fragment type”; the “fragment type” has larger numbers. In whole, the one-on-one PC group has a better communication and interaction than the group-on-on PC does.

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