本研究主要探討「問題導向的虛擬蝴蝶館數位學習教材」，對於國小五年級的學童，在兩人一組的合作學習與獨自一人的學習模式下，其學習成效是否有差異。並再進一步探討，不同的分組組合對學習成效的影響，以及可能的原因。本實驗採準實驗研究設計進行實驗教學，將實驗組安排成兩人使用一台電腦，一起解決問題，控制組則是獨自一人操作。並將實驗組，依據學業成就高低與男女分成十種不同的組合，再探討其中的差異可能的原因。在為期四堂課的學習中，資料蒐集包含有「蝴蝶學習成就測驗」前測和後測、研究者教室觀察記錄與實驗組討論錄音記錄等方式。

研究結果如下：

一、在「問題導向的虛擬蝴蝶館數位學習教材」中，兩人一組(實驗組)與獨自一人學習(控制組)的國小五年級學童，其學習成效達到顯著的差異。而兩人一組的後測成績高於獨自一人學習的學生。

二、在問題導向的虛擬蝴蝶館數位學習教材」中，不同的分組方式的實驗組學生，其學習成效達到顯著差異。進一步事後比較，發現「男高成就與男高成就組」、「女高成就與女高成就組」的後測成績顯著高於「男低成就與男低成就」、「女低成就與女低成就組」。

三、在問題導向的虛擬蝴蝶館數位學習教材」中，不同組別中高成就與低成就學生之間，於後測的成績上並沒有達到顯著差異，而不同組別中的低成就學生之間，也沒有達到顯著的差異。

The purpose of this research is to see the learning effect of cooperative group model of in virtual butterfly museum by Problem-based learning to the 5th
grade elementary school students and the possible reason of the difference between groups. The research design is Quasi-experiment of Non-equivalent present-postest control group. The test group is the two student cooperative learning of different achievement and gentle ,and the control group is just one student to operate the computer. The data comprise the pretest and the posttest scores, the observation record and the documental record of the test group within the four times of the Problem-based learning system course.

1. In the Problem-based learning system of virtual butterfly museum, the test and control group have profound achievement and there are trident differences on the learning achievement between two groups.

2. In the Problem-based learning system of virtual butterfly museum, there are trident differences in the different group model in the test group. And the posttest score of the boy and girl groups of high achievement are profoundly higher than the boy and girl groups of low achievement.

3. In the Problem-based learning system of virtual butterfly museum, there are no trident differences between the high and low achievement students.

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