本文利用賽局理論以及帶案例分析的單群體重複者動態模型，討論設計工作室中的合作學習困境。通過分析合作學習參與者的收益，對這些個體策略的預測，以及如何形成穩定的合作學習，結論得出三個解決合作學習困境的要素：知識共享的成本，知識共享者的收益，和知識資源的分配。這三者的不同組合將導致推行合作學習的長遠效果。本文藉由案例探討進一步指出，在設計教育中推行合作學習的時候應更加注重這三個要素，而非簡單的應用資訊科技來輔助教學。

Purpose - This study looks into the formation of collaborative learning in design education.

Design/methodology/approach - The whole discussion is set in a typical design studio.Based on a collaborative learning dilemma, we model the students in the design studio as a Monomorphic Population, and the formulation of collaborative learning within the population as Replicator Dynamics. The analysis draws on a game-theory approach and the model of Replicator Dynamics for Monomorphic Population.

Findings - to identify the gains of participators in collaborative learning, how we can predict individual strategies, and how stable, long-term collaborative learning forms. It is concluded that there are three essentials to solve the collaborative learning dilemma: costs of knowledge sharing, gains of knowledge sharers and how knowledge resources are allocated. Moreover, different combinations of these essentials could lead to different long-run outcomes of collaborative learning.

Originality/value - Incentive problem is proposed as the core of encouraging collaborative learning in design education. This study provides a valuable insight into educational interactions from an economic perspective.

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