本研究旨在探討非同步合作論證中學生於兩人小組內輪流扮演故意唱反調之惡魔代言人對其發展論證能力、學習網路著作權、以及小組互動特徵的影響，並瞭解學生對於兩人小組中有「惡魔代言人」的觀感。本研究採準實驗研究法，國小六年級學生共六個班級174位學生參與實驗活動，從中抽取三班為實驗組，另三班為對照組，以有／無導入「惡魔代言人」角色為實驗處理。班級內隨機分派兩人一組於研究者所架構的網路平台進行非同步論證活動，並透過此系統收集學生學習過程的活動紀錄。實驗程序歷時15週，利用各班每週一堂40分鐘的電腦課於電腦教室進行實驗活動，以網路著作權議題為論證主題。研究結果顯示，導入「惡魔代言人」角色能夠幫助學生提供有說服力的證據來支持自己的論點、以及從不同立場思考議題以提出反駁，但對學生發表個人論點、及說明論點和證據之間關係的理由方面無影響。在學習著作權方面，導入「惡魔代言人」角色有助於學生學習相關知識，以及有助於前測態度分數較低的學生改善其對網路著作權的態度，不過在行為意向上則無影響。此外，本研究也發現有導入「惡魔代言人」的小組傾向評鑑自己與組員的論述，且學生對於反駁的態度會影響扮演的意願，而無導入「惡魔代言人」的小組傾向建構論述元素，少有互相評論的情形。最後，針對研究結果提出討論與相關建議。

This study explored effects of assigning students to play 'devil's advocate' roles in paired online collaborative argumentation. It was hypothesized that students in pairs with one playing the role of ‘devil's advocate’ in argumentation skills （claim, data, warrant, rebuttal） and achieved differently from students in pairs but without any role arrangement during online collaborative argumentation on copyright law and ethics on the web. The study adopted a pre-test and post-test quasi-experimental design with an experimental group （N＝60） and a comparison group （N＝60）. The argumentation activity was consisted of four topics and was conducted during the weekly computer class of each class （each lasted 40 minutes）. The results show that the role of devil's advocate' has an impact for students to learn argumentation skill and knowledge toward copyright law and ethics on the web.

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