設計工作室為建築設計教育典型學習情境，於設計學習過程中被設定鼓勵同學彼此之間進行互相溝通與合作學習。但這樣的情況不容易發生，因為工作室中的每位學生亦是互相為成績的競爭者。根據囚犯兩難困境賽局理論模型，分析設計工作室中同學之間複雜的合作與競爭學習情況。分析的結果建議組間競爭、多次小組評量、信息透明度是促進合作學習的關鍵因素。
研究主要集中於設計工作室內部的衝突與矛盾之課題，探討合作學習策略於設計學習過程中的運用情況。藉由賽局理論中「囚徒兩難困境」的經典合作與背叛賽局，說明學生在設計工作室中面臨衝突與矛盾的學習情境。建立「學習兩難困境」賽局模型，討論學生在設計過程中合作學習行為如何產生。經由模型分析，以持續多次賽局進行下，探討設計工作室中學生彼此之間的溝通代價與模式，於學習合作小組形成過程中的演變情況。本研究的結果希望為設計工作室的指導老師提供一個有利於建構學習情境與定義評量學習過程的方向，期望合作學習可以在設計教育領域中被接受。

Design studios are set up for cooperative learning and encourage peer communication throughout the design process. However, cooperative learning is difficult to achieve, because students in a studio are also competitors who make every effort to outperform their peers. A theoretical model based on the Prisoner’s Dilemma game theory is proposed to analyse the complex behaviours of cooperation and competition in design studios. The result of analysis suggests that inter-group competition, iterative peer assessment, and information transparency are critical factors in promoting cooperative learning in design studios.

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