本研究的目的為透過改變不同學習活動的設計模式(討論主題的輪轉累積、討論時間變化)，並利用資訊科技輔助工具(GroupScribbles(GS))，提供學習者一個課堂快速協作知識建構的合作學習環境，探究學習者在學習成效、討論成果、平台使用態度與小組合作情形有何表現。以準實驗設計的方式，進行受試者間實驗，主要的研究對象為大一學生三十二位，透過異質性分組，區分為實驗組和對照組，進行小組合作式議題輪轉討論。實驗組：使用GS和每人一台Tablet PC，實驗組研究對象中先前均無人有使用GS的經驗；對照組：每人使用不同顏色的便條紙、色筆和各組一台Tablet PC作為查詢資料用，並將寫下內容的便條紙貼在討論該專題的海報紙上。
本研究主要研究結果如下：
一、學習成效和學後保留：實驗組和對照組在學習成效和學後保留皆未達顯著差異。
二、便利貼張貼數：實驗組在張貼便利貼的總數、小組平均便利貼張貼數，以及個人平均便利貼張貼數，皆較對照組多。
三、便利貼張貼數與學習成效相關性：實驗組和對照組在便利貼張貼數與後測成績和延宕後測成績相關分析，結果皆為低度負相關，未達顯著水準。
四、學習感受：
(一)操作感受：GS在主題架構及閱讀起來較為明確、清楚；紙筆感覺較為具體，較容易、友善。
(二)合作參與：GS和紙筆皆有正向反應，但使用紙筆的學生在討論參與的感受較使用GS學生佳。
(三)討論進行：利用輪轉式的議題討論，有助於讓所討論的內容知識，藉由在各小組的輪轉中逐漸累積、延伸。
(四)資訊應用：藉此二種小組合作討論模式，皆能有效助於提升學生問題解決及溝通的能力。

The purpose of this study, through change different learning activity design mode (topics discuss in accumulate rotation, change the time of discussion), and use the information technology assist tool (GroupScribbles (GS)), to provide learners a rapid collaborative knowledge building(RCKB) environment in class, explore learners performance of the learning effectiveness, the results of discussion, attitude of platform used and groups collaboration status.In this study, quasi-experimental design approach to experiments between the subjects. The main subjects of study were thirty-two freshman year students. Through heterogeneous grouping, was divided into experimental group and control group to proceeding Group topics rotation discussion on collaborative. Experimental groups: the use of GS and everyone given a Tablet PC, the experimental group students had no previous experience of people using the GS. Control groups: everyone given a different color sticky pad, Crayon and each small group given a Tablet PC as the query information available, and write down the contents of a sticky pad posted on the topic discussion paper.
The findings of this study are as follows:
1.Learning effectiveness and learning retention: there were no significant differences between the experimental group and control group.
2.The number of sticky post posted: the total number of sticky notes posted, the group posted an average of the number of sticky notes, and the average individual to facilitate post posted the experimental group are all higher than the control group.
3.The number of sticky post posted and the effectiveness of learning correlation: there were low negative correlation, no significant level of the Correlate analysis to the experimental group and control group in the number of sticky post posted, post-test results and delayed post-test results.
4.Learning experience:
(1)Operating experience: GS have more specific and clear in the subject structure and reading, and pen and paper feel more specific, easier and friendly.
(2)The collaboration: the GS and the pen groups all have positive response, but the use of pen and paper for students discussed a sense of participation better than the use of GS students.
(3)Discussion proceeding: the rotational topics discussion help make the discussion of the content knowledge, by rotation in each group gradually accumulate and extend.
(4)Information Application: two kinds of groups collaborative discussion model, have encountered an effective help to enhance students problem solving and communication skills.

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