利用資訊科技的協助以增進學習者成效的數位化學習(e-learning)，成為近幾年來的學習新風貌，數位化學習在教育上的應用越來越普及，也有許多研究指出數位化學習平台對於使用者的學習是有所助益的，顯然數位學習方式帶來了許多益處，但是傳統的數位學習因為缺少了能夠有效提供互動及合作的工具，所以學習者在學習時的主動學習意願通常較低；因此本研究欲透過
Web 2.0及獎勵制度的方式來提升學習過程中的互動與參與。
具備合作學習及知識分享的Web 2.0的概念強調資訊的互動由單向變成雙向，隨著這股Web 2.0的熱潮，傳統的數位學習方式也受到影響，逐漸演變成
e-learning 2.0的學習方式，而e-learning 2.0主要應用就是將Web 2.0概念的元件列入e-learning學習中；故本研究將RSS、個人Blog及線上討論區等具備Web 2.0概念應用於數位化學習平台上(本研究稱TeachSys)，並藉由「同儕互評」方式，讓學習者可在學習過程當中彼此教學相長，集結眾人智慧解決問題。
而且為了加強主動參與性，加入「獎勵制度」來提升學習動機，改善學習者在傳統數位化學習環境中的消極態度；「參與」是影響學習過程重要因子，但以往針對學習者在e-learning 2.0數位學習環境的參與度與其學習成效的影響所進行的相關研究卻相當少；故本研究採用準實驗設計法，將使用者分為實驗、對照組，並且在過程中加入「獎勵制度」及「參與」考量，瞭解對其學習成效之影響。
研究結果發現實驗組學生持有正面學習滿意度，其學習成績也明顯比未使用
e-learning 2.0平台之對照組學生的學習成績來得好；e-learning 2.0平台之參與度對學習滿意度的影響呈現部份成立，而實驗組學生之不同參與度組別的學習成績有顯著的差異。有研究者指出長時間使用數位化學習平台才會帶來顯著的效益，故在未來研究希望能加入其他課程並延長實驗時間；此外，加入「質性」之參與度考量，例如討論內容、訪問平台停留時間等，而非僅限於量化參與度。

Using information technology to enhance the effectiveness of learner knows as e-learning become a new look for future learning over the past few years. Many studies pointed out that e-learning is useful for user’s learning. Obviously,
e-learning has many benefits. But it lack of providing
effective tools of interactive and cooperation in traditional e-learning, therefore, those students have lower active motivation when they studying.
Web 2.0 with cooperative learning and knowledge-sharing emphasize interaction of information. With the Web 2.0; traditional e- learning are also be influenced and evolving into e-learning 2.0 gradually. The main application of
e-learning 2.0 is applying Web 2.0 into e-learning. To strengthen active participation, adding "rewarding" to improve motivation. "Participation" is an important factor affecting the learning process. But in the past for learners in the e-learning 2.0, involvement with the impact of learning research is few. We used quasi-experimental, the users were divided into experimental and control group, and in the process of adding "rewarding" and "participation" considerations, understand the impact of their learning.
The results showed experimental group students hold positive learning satisfaction and grade are higher than the control group students. Different level participation students have significant differences in academic achievement. Some researchers pointed out that the prolonged use of digital learning will bring significant benefits. Future studies hope to add other courses and to extend the experimental time. In addition, adding "quality" of the consideration of participation also a good way to try.

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