本研究探討在高中進行影像處理教學的情形，希望能了解高中生在實驗策略活動的環境中，競爭式學習對學生學習動機的影響，並且比較採用競爭式學習與未採用競爭式學習的學習成效。
以新北市新店高中一年級72位學生作為研究樣本，進行實驗策略活動。以成就測驗前後測成績分析競爭式學習對學生學習成效的影響，並以問卷調查了解學生對於競爭時學習的想法。
研究結果發現，不論是採用競爭式學習，或是未採用競爭式學習，在實驗策略活動的環境中，皆可以改善學生在影像處理的學習成效；亦即，競爭式學習對學生的學習成效不會有太大的改變。無論是否有採用競爭式學習的方式，對學生資訊科學的學習態度而言，雖然前後測並沒有顯著差異，但卻皆有正向的影響。

This study aimed to investigate whether competitive learning strategy could efficiently improve motivation and learning effect on the lab-base learning environment.
The research sample is seventy-two students in Hsin Tien senior high School. Measured by achievement test scores analysis, whether competitive learning could impact on student learning, and to survey students’ idea from the questionnaire.
Following quantitative and qualitative analysis, the research results show that using of competitive learning strategy or not using of competitive learning both could improve students’ learning effect; That is, competitive learning strategy could not improve student learning more. Whether is a competitive learning strategy, the impact of information science students learning attitude is no significant difference, but there is positive impact.

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