本研究以高中一年級電腦課學生為樣本、高中數學為教材，以實地實驗法(Field Experiment)進行網路合作學習之教學實驗，並利用問卷調查、課後學習評量收集資料。研究結果發現：
1. 「先前學業成就」、「群體」對「學習績效」有影響，「群體」對「認知學習」有影響，「競爭」對「學習興趣」有影響，但「學習風格」對學習成效的影響均未達顯著水準。
2. 「群體」與「競爭」的交互作用對「認知技能發展」有影響，但其它交互作用對學習成效的影響均未達顯著水準。
3. 「學習環境」對「學習績效」、「認知學習」有影響，但「學習環境」對「認知技能發展」、「學習興趣」的影響未達顯著水準。
4. 「電腦焦慮」與「競爭」的交互作用對「認知學習」有影響，但「電腦焦慮」對「學習成效」的直接影響均未達顯著水準。
5. 「認知學習」、「認知技能發展」、「學習興趣」呈正向變動關係。

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