在知識經濟的趨勢下，技職教育除強調課程知識技藝的實務運用之外，也著重於培養學生在沒有老師的教導下的獨立學習能力．本研究從賽局理論中找出破解不合作現象的因素，設計一個教學模式應用在教學上，讓學生藉著合作學習分組的學習過程中加以觀察，希望能瞭解實際學習的狀況，作為促進學生學習成效的方法。
本研究教學實驗的班級共有四班，一班採取「學生小組成就區分法」（Student Teams-Archievement Divisions，簡稱STAD）的合作學習方式進行，其他三班採用傳統的教學方式，以四班段考成績做比較，並在合作學習的班級觀察學生的學習模式，最後以問卷的方法瞭解學生對於合作學習上課接受的程度。
教學實驗所得的結果顯示合作學習對於學習成效有很大的影響．實驗組在段考的表現和對照組有非常顯著的差距，問卷調查的結果也顯示學生對於分組進行合作學習方式都有高度認同．

This paper describes some findings derived from teaching a class of engineering students which are organized as cooperative learning groups. We used the “iterated game” and “intergroup competition” based on game theory for group arrangement and class management so that students were encouraged to learn cooperatively. The performance of the cooperative learning class was compared to other classes that did not implement cooperative learning groups. The results indicate that students in cooperative learning class significantly outperformed students in other classes. Students’ feedback shows that cooperative learning effectively lifted students’ motivation to learning.

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