這是一份跨領域的數位學習研究包括資訊科技、教育和社會心理學。數位學習（e-learning）是新一代的學習，它提供學生學習的全面支持，以及能夠克服地域和時間的限制，相對於傳統課堂學習。數位學習與傳統課堂學習其中一個顯著的區別是自然社會環境，這是本論文要深入的重點。在缺乏人與人的直接接觸，數位學習學生並不從社會完全隔離，但透過科技的協助，可以發揮學生之間的其他互動。很多研究已探討了影響數位學習效果的各類社會互動。在這項研究中，以社會促進理論和社會存在理論為基礎，以實驗研究了其在網路學習中，顯示同儕學習進度對學生學習效果與學習速度之影響。同時，我們用五大人格模型量測了受試者的人格作相關性分析。44位在台南市的高中學生參加了實驗。結果顯示，同儕學習進度的顯示對學生學習效果並沒有顯注影響，但對學習速度有顯注影響。結果分別以社會促進理論和社會存在理論討論。

This work is an interdisciplinary study of information technology, education and social psychology, under the main theme electronic learning. Electronic learning (e-learning) is the next generation of learning. It provides comprehensive supports to students and can overcome geographical and time limitations compared to traditional classroom learning. There is a dramatic difference between traditional classroom learning and e-learning. One of the significant discrepancies is the nature of the social context, which is also the focus of this thesis. The lack of in-person contacts in e-learning does not isolate students from the social thoroughly, yet with the assistance of technology, there is still room for much more creative learning activities that facilitates the interactivity between students. A large body of studies have been carried out to investigate the effects of various types of social interaction in the e-learning environment. In this study, Social presence theory and social presence theory is reviewed and an experiment was designed to examine the influence of information about peers’ progress on students’ learning effect and learning speed. Other variables such as personality traits were concerned in the study. Forty-four students of an elective course in a senior high school at Tainan City, Tainan participated in the experiment. The result shows that students’ learning effect is not affected significantly by information about peers’ progress, whereas, the speed of reading learning materials were affected by information about peers’ progress. Results were discussed with social presence theory and social presence theory.

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