本研究係探討即時反饋系統(IRS)在臺灣中部某大學的「管理數學」一科之 教學現況，研究方式以質性研究的觀察法為主，研究工具包括系統觀察表與錄影 機等方式，觀察期間為二個月，觀察在「管理數學」班上實施即時反饋系統之教 學現況，記錄學生的學習過程中的專心行為與分心行為。 研究結果發現，IRS 在大班教學時，確實能提振大學生的學習興趣與上課的 參與度，學生不專心行為的發生率一般是控制在5%以下，由此可見學生之學習 動機確實有明顯提升；而提升的方式主要是透過IRS 的限時回答的選擇題與搶答 的方式達成的。但是，IRS 並非萬靈丹，在教學現場上仍有五大類的問題需要面 對： 一、 前幾次使用時，有些人會因好奇而隨時亂按，以致於無法專心上課。 二、 在後面座位的學生會有替人按按鈕，或是低聲告知鄰座同學答案的現象。 三、 上課秩序會受到影響，最明顯的現象是吵雜的音量。 四、 老師只使用了IRS 的選擇題功能，對於IRS 的抽人回答、搶答、搶權、淘 汰賽等功能並沒有使用到。 五、 老師在使用選擇題的功能時，並沒有在學生選完之後針對答錯者或未答者 做進一步處理，結果就導致學生產生不在乎自己答對或答錯的散漫心理。 最後，針對上述之研究發現，本研究提出一些建議，以供授課教師與未來研 究者之參考。

This study aimed at knowing the implementation of Interactive Response System (IRS) in a “Management Mathematics” class in a public University in central Taiwan. A complete observation method was applied and research instruments included systematical observation sheet and camcorder. The observation lasted two months. The researcher observed how IRS was implemented in such a class, and recorded the frequency of students’ on-task and off-task behaviors in the learning process on the observation sheet. Thus, it was found that IRS was good for promoting learning interest and class participation in a big class. The off-task behavior ratio was under 5% in a given class time. In addition, it was found that IRS’s “multiple-choice question” within time constraint and “rush for answer” competition were proved to be the most effective ways to increase students’ learning engagement. However, IRS was not all-pains-killer for all classes. In a typical IRS classroom, there are 5 major types of problem to be solved: 1. During the first few sessions, some students fool around the remote control out of curiosity so that absent-mindedness was found everywhere. 2. Those who sit around the rear rows might press the IRS buttons for their peers or directly tell their peers the answer in private. 3. Using IRS might cause disciplinary issues, such as volume of noise being the most obvious one. 4. Seemingly, the instructor used only “multiple-choice questions” and “rush for right-of-answer” during these two months. Other attractive features, such as “selecting a person/group randomly”, “knockout”, and many others, did not appear in a given session of this class. This might be inferred as unfamiliarity of IRS features. 5. Even when the instructor applied “multiple-choice questions” feature of IRS, she did not go any further to deal with those with wrong answers or missing answers, which in turn caused students not to care about their answer once they learned the rule of game. Finally, according to the findings this study provides several suggestions for IRS instructors and future researchers.