同儕教學是一種學生彼此間互相教學的學習模式，許多研究已經證實同儕教學可以讓學生有效率的學習，且不管學生身為教學者或者受教者，學生在認知與情感上都可以藉由同儕教學獲得益處，因此課堂老師便有更多時間來監看全班學生的學習狀況，評估學生的學習過程，並且適時的給予學生協助。
同儕教學是行之有年的研究，只是在傳統教室環境內只能進行簡單任務，因此本研究在一對一數位教室環境下設計了一個豐富的同儕互教活動，從本研究的實驗結果可得知，學生透過面對面同儕互教活動可以提升他們學習成效，且使用電腦輔助方式進行同儕互教活動，比傳統用紙筆方式進行來得更流暢，並且經由系統的對個人的學習歷程分析，可讓學生得到立即的回饋，達到反省檢討的效果，能讓課堂老師透過系統的輔助，更容易監看所有同學在同儕互教活動的學習狀態。

Peer tutoring is a kind of learning mode for students to teach each other. Peer tutoring has been proved to be effective for students’ learning. Whether students are tutors or tutees, they could gain benefits from peer tutoring cognitively and affectively. Therefore, class teachers have more time to supervise the study situation of the whole class, assess students’ learning procedure and assist them timely.
Peer tutoring is an old-fashioned but useful research approach, which are carried out with simple tasks in traditional classroom environments. Therefore, this research is to design peer tutoring activities in 1:1 digital classroom environments. From experiment results, students enhance their effect on learning through face-to-face peer tutoring activities. Computer-supported peer tutoring runs more smoothly than that of traditional one. By analyzing personal learning procedure, students gain instant feedback/response from the system, and let class teachers supervise the study situation of the whole class easily.

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