研究者利用PHP程式設計出一套學習即時回饋系統，分成「教師版」與「學生版」。目的為即時掌握學生的學習狀況；「教師版」其功能包含：編輯試題、控管出題、查詢作答現況和學生分數排行。「學生版」能讓學生即時瞭解作答狀況。該系統可透過網路使用，方便教師於校園任何角落教學。 本研究採用準實驗研究法的「不等組之前、後測設計」，以兩班學生為研究樣本，一班為實驗組共26人，將學習即時回饋系統融入計算機概論教學；另一班為控制組共24人，採用傳統教學法，亦為未使用學習學習即時回饋系統融入計算機概論教學。 本研究目的為探討學習即時回饋系統融入計算機概論教學與傳統教學對學生學習成效之影響。且進一步探討實驗組學生對學習即時回饋系統融入教學的想法和意見，並針對學習即時回饋系統的優點、缺點或對系統的建議進行討論。 本研究結果為： 一、不同教學方式在計算機概論教學之學習成效有顯著差異。 二、學習即時回饋系統融入計算機概論教學之學習成效（實驗組）優於傳統教學（控制組）。 三、不同教學方式在計算機概論教學之學習保留成效有顯著差異。 四、學習即時回饋系統融入計算機概論教學之學習保留成效（實驗組）優於 傳統教學（控制組）。 五、依意見調查結果，平均有八成四的學生接受學習時回饋系統融入計算機概論教學。對學習時回饋系統融入計算機概論教學之看法，大多有正向的評價與積極的學習態度。 The researcher designs a set of “Learning of Instant Response System” by using PHP, which are divided into “the teachers’ version” and “the students’ version”. The goal of this system instantly dominates students’ studying condition. The functions of “The teachers’ version” include: control of making out questions, check of answering situation and score ranking. “The students’ version” can let the students know answering condition immediately. This system can be used by Internet, and it is convenient for teaching in campus. This research adopt “nonequivalent pretest-posttest control group design” of quasi-experimental, taking two classes of students as sample , one is 26 people as experimental group which LIRS fits into “An introduction to computers” teaching ; the other is 24 people as control group, taking traditional teaching method that without taking this system for teaching. The aims of this research is about the students learning effects of LIRS fits into “An introduction to computers” and traditional teaching. And the further discussion is about experirnental group’s idea and opinion of LIRS with teaching. Also, this research includes the discussion of merits, defects and suggestion of this system. The results of research: 1. It has obviously diversity for different teaching methods in “An introduction to computers” of learning effects. 2. Experimental group’s learning effects is better than control group when LIRS fits into “An introduction to computers”. 3. It has obviously diversity for different teaching methods in “An introduction to computers” of retentive learning effects. 4. Experimental group’s retentive learning effect is better than control group when LIRS fits into “An introduction to computers”. 5. According to the survey, about 84 percent students accept LIRS fits into teaching which has positive feedback and active learning attitude.