本研究旨在探討線上學生題組出題（實驗組）相對於線上學生題目出題（對照組）兩種不同出題模式在國語科的學習成就、學習策略（認知策略、後設認知策略）、出題品質、認知負荷、學習動機、學習態度、學習經驗（學習滿意度、學力提升、學習焦慮）之影響。本研究採用不等組前、後測之準實驗研究法，以嘉義市一所國民小學六年級的兩個班級學生為研究對象，共54人，透過線上學習系統進行為期八週的實驗教學，依變項之量化資料均以PASW Statistics 18.0電腦套裝軟體進行資料數據分析，各項統計檢驗以α=.05為顯著水準，採取單因子共變數分析（ANCOVA）以瞭解兩組（實驗組、對照組）對上述學習成效的影響。主要研究發現：一、在國語科學習成就上，兩組無顯著差異。二、在國語科學習策略上，兩組在認知策略和後設認知策略無顯著差異。三、在出題品質平均分數上，兩組無顯著差異。四、在國語科認知負荷上，兩組無顯著差異。五、在國語科學習動機上，兩組無顯著差異。六、在國語科學習態度上，兩組無顯著差異。七、在國語科學習經驗的學習滿意度、學力提升、學習焦慮上，兩組無顯著差異。最後，依據研究結果進行討論並提出對題組出題教學與未來研究之建議。

The main purpose of this study was to investigate the effects of different types of online student-generated questions on elementary school students’ Chinese academic achievement, use of learning strategies (cognitive strategies and meta-cognitive strategies), question-generation performance, cognitive load, learning motivation (autonomous motivation), learning attitudes and learning experience (learning satification, competency enhancement and anxiety). This study adopted a pretest-posttest quasi-experimental design, lasting for 8 weeks. The participants were 54 sixth-grade students from two classes in an elementary school in Chiayi city. Two classes were assigned randomly to either online student-generated testlets (the experiment group) or online student-generated questions (the control group). Quantitative data were analyzed by the analyasis of covariance (ANCOVA) technique. The main findings were as follows:
1. For Chinese academic achievement, there were no statistically significant differences between the two groups.
2. For the use of learning strategies (cognitive strategies and meta-cognitive strategies), there were no statistically significant differences between the two groups.
3. For question-generation performance, there were no statistically significant differences between the two groups.
4. For cognitive load, there were no statistically significant differences between the two groups.
5. For learning motivation (autonomous motivation), there were no statistically significant differences between the two groups.
6. For learning attitude, there were no statistically significant differences between the two groups.
7. For learning experience (learning satification, competency enhancement and anxiety). there were no statistically significant differences between the two groups.

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