本研究旨在探討高中學生分別在協作與合作學習情況下，對於學習機器人課程之機器人學習自我效能、二十一世紀學習關鍵能力、機器人設計以及團隊溝通之影響。研究工具在量化部份採用機器人學習自我效能問卷以及二十一世紀學習關鍵能力問卷為架構，調查與收集學生前測與後測資料。在質性部分，以課堂工作紀錄表、教師評分機器人學習成果評量表以及訪談為架構，瞭解學生學習歷程。研究結果發現，大致而言協作學習小組學生在「機器人學習自我效能」及「二十一世紀學習關鍵能力」中較合作學習小組學生有更正面的影響；研究結果發現，學生藉由協作學習方式在「團隊溝通」中較合作學習方式有更積極參與團體活動的正面態度；經由教師評分兩組學生學習成果發現，協作學習小組學生在「機器人設計」中較合作學習小組有更佳的成果。

The study aimed to explore the effects of the robotics learning self-efficacy, 21st century skills, robotics design and teamwork communication skills for high school students who worked on cooperative group and collaborative group. The study framed the quantitative and qualitative as the research methods. The surveys of robotics learning self-efficacy and the 21st century skills were used as the quantitative method. Recording students' activities in the class, evaluating the robotics learning results, and semi-structured interviews for understanding the learning history were for qualitative methods. Through ANCOVA analyzing, the students of collaborative group has more positive effects in the robotics learning self-efficacy and 21st century learning. The result of the Descriptive Statistics revealed that the students of collaborative group had more positive attitude on the teamwork communication than those of cooperative group. The result of Nonparametric Statistics Analysis showed that the students of collaborative learning group performed better in the robotic design.

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