本研究將204位受試者隨機分派至6個學習情境中（揀選組vs. 捨棄組vs. 獎勵組vs. 處罰組vs. 獎罰組vs. 訊息組），以豆豆遊戲為學習作業任務，檢驗不同學習歷程之獎罰回饋模式對正負向刺激的學習成效。本研究以獎罰回饋組別（訊息組除外） 2豆豆屬性 3學習區段的三因子混合設計變異數分析，檢驗處於不同獎罰回饋模式組別之受試者於各學習區段對好壞豆的學習效益；另以6組別 2豆豆種類 3相似度的三因子混合設計變異數分析，檢驗處於不同學習回饋模式組別之受試者於測驗階段所展現對好壞豆的學習效果。
本研究主要發現如下：（一）從學習歷程3個區段學習嘗試正確率的顯著性與相對性分析來看學習歷程效益，獎勵組較佳，處罰組次之，揀選組與獎罰組再次之，捨棄組較差。（二）所有6種回饋模式皆能對好豆（正向刺激）產生顯著的學習效果，但相較之下，訊息組較佳，獎勵組、處罰組與獎罰組其次，捨棄組與揀選組較差。（三）除了捨棄組外，其他5種回饋模式皆能對壞豆（負向刺激）產生顯著的學習效果，相較之下，訊息組、揀選組與處罰組較佳，獎勵組與獎罰組其次。（四）訊息組與處罰組對好壞豆的學習效果一致，無學習偏誤的現象；獎勵組、獎罰組與捨棄組對好豆的學習效果優於對壞豆的學習效果，有正向學習偏誤的現象；揀選組對壞豆的學習效果優於對好豆的學習效果，有負向學習偏誤的現象。（五）除了揀選組外，其他5種回饋模式皆能對相似好豆（相似正向刺激）產生顯著的學習正遷移效果。（六）揀選組、獎勵組、處罰組與訊息組能對相似壞豆（相似負向刺激）產生顯著的學習正遷移效果，但捨棄組對相似壞豆（相似負向刺激）卻產生顯著的學習負遷移效果。

In this study, 204 students were randomly assigned to six different learning situations (selecting group vs. vs. reward group vs. punishment group vs. reward-punishment group vs. information group). The study examined the effects of reward and punishment feedbacks in different learning processes by using the BeanFest game paradigm. The study employed a 5 reward and punishment feedback groups (except information group) x 2 BeanFest properties x 3 learning blocks three-way ANOVA to examine the learning process effects. The study also employed a 6 learning feedback groups x 2 BeanFest properties x 2 similarities three-way ANOVA to examine the final learning effects.
The main findings of this study are as following: First, five groups showed significant process learnings, in the order of the reward group, the punishment group, the selecting group, the reward and punishment group, and then the waiving group. Second, all six groups showed significant final learnings for good beans (positive events), in the order of the information group, the reward group, the punishment group, the reward and punishment group, the selecting group, and then the waiving group. Third, five groups, except the waiving group, showed significant final learnings for bad beans (negative events), in the order of the information group, the selecting group, the punishment group, the reward group, and then the reward and punishment group. Fourth, no learning bias was found in the information group and in the punishment group; positive learning bias was found in the reward group, in the reward and punishment group and in the waiving group; yet, negative learning bias was found in the selecting group. Fifth, five groups, except the selecting group, showed significantly positive learning transfer effect on similar good beans (similar positive events). Sixth, the reward-punishment showed nonsignificant learning transfer effect, the waiving group showed significantly negative learning transfer effect, yet the other four groups showed significantly negative learning transfer effect on similar negative beans (similar negative events).

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