現今是網際網路發達的年代，電腦網路帶給人們獲取知識更加便利，也讓人們時時刻刻都可從事學習。隨著時代的變遷讓學校傳統學習方式逐漸轉變成線上學習，不過，線上學習環境有幾項特性，像是適合主動、自制力高的學習者，並且學習進度須自我掌握。然而，並不是班上每一位學習者都具有主動、自制力高的特質，也存在著不同學習成就與學習風格的學習者，若遇到低學習成就學生，他們可能在過去遭遇學習挫敗、痛苦等經驗，使得在學習較易產生焦慮不安的感覺，況且負面的學習經驗與情緒會影響個人的自我效能，導致他人失去學習的自信心。最後，致使學習者變得非常抗拒使用線上平台進行學習。因此，本研究為了激發不同學習成就與學習風格學習者從事線上學習的動機，將使用社會促進理論的觀點於線上學習平台營造共事效應的學習情境。
為了證實線上學習平台的共事效應對不同學習成就以及學習風格的影響，本研究以台南某所科技大學資訊工程系四年級72位學生進行為期15週的實驗活動。實驗結果顯示在不同學習成就、學習風格學習者受到共事效應的激勵後，中成就、直覺型學習行為幅度最大，其他學習成就與學習風格學習行為也皆為正成長。最後，本研究針對科技英語平台營造共事效應情境滿意度進行問卷調查，問卷結果顯示線上學習平台的共事效應確實夠激發他們的學習動機。

Online learning has the features that one can learn without time and place restrictions, however, not every learner possesses the characteristics of active learning and self-control. Moreover, they might have learning frustration experience in the past. Those unpleasant experiences will lead to negative psychological reaction and influence the self-efficacy. Finally, the learner will become extremely reluctant to use online learning platform. Therefore, in order to arouse the motivation for online learning, this study tends to investigate coaction effects in the online learning system.
In order to verify the impact of coaction effect on users of different learning achievements and learning styles, a total of 72 college students spent 15 weeks on the experiment. The results indicated that the frequency of learning significantly grew for middle-level-achievement and intuitive-learning-style students exposed to coaction effects. The rest of the learners also showed positive growth on the learning frequency. Finally, the satisfaction questionnaires were carried out among the participants and the results show that exposure to coaction effects can stimulate the learning motivation.

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