過去的實證研究發現，將學生置於為了要教別人而學習的情境中，可以引發學生想理解知識的內在動機，同時也能讓學生從事較高層次的思考。但目前一些教室內的學生互教活動，並沒有或不強調教學的準備階段以及其中的學習活動。因此，本論文提出一個簡稱PPT的教育設計並以電腦系統支援該設計，目的在讓學生從準備教學的過程中學習。現階段PPT的設計重點在於促使學生在為準備去教而學習的過程中，將要教的知識「學得好」或學得深入，而非在於協助學生如何教或「教的好」，是故該方面的輔助設計並未在本研究考量之內。
PPT的學習流程包括五個環節：一、研讀要教學的材料，二、找出並詮釋關鍵字，以及發展教學計畫，三、寫教學講義並自我評量該講義，四、匿名評量一位同儕的講義，五、和一位同儕將兩人的講義合併成一份。雖然學生的實際教學活動並不在本研究範圍中，但第五步驟結束後學生必須要執行「教」的動作，才算完成PPT活動。
為了解PPT如何激勵學生學習、學生投入的程度、設計上的合理性、以及系統的使用滿意度，本研究執行了兩次評估活動。本論文將說明研究背景、動機、目的、以及各學習環節的設計邏輯，描述電腦輔助系統的設計及介面，以及報告評估活動的發現結果，並提出一些對未來研究工作的建議。

Several researches have found that having students study for teaching others can elicit their intrinsic motivations to understand the target knowledge to be taught and engage them in higher level thinking activities. However, existed intra-class peer tutoring programs do not involve student tutors in preparing to teach or emphasis the learning process of the preparation for peer tutoring. Therefore, this thesis proposes a pedagogic design called PPT, standing for learning by Preparing for Peer Tutoring, and a system design to support PPT. Currently, the PPT learning activities and system designs to support them are for tutors to learn the target knowledge better and deeper via preparation for teaching, whereas how to support tutors to teach is not under consideration in this research.
The PPT learning flow includes five episodes: (1) learning about the material, (2) identifying and interpreting keywords then developing a lesson plan, (3) constructing tutorial notes then doing self-assessment, (4) assessing a peer’s tutorial notes, and (5) integrating tutorial notes with a peer. Students have to work individually during episodes one to four, and collaborate with a partner in the fifth episode. Although the act of tutoring is not the focus in this research, it has to be executed after the fifth episode in order to complete the whole PPT activity.
Two evaluation activities were conducted to investigate how PPT designs can motivate and engage student tutors to learn, the reasonableness of each PPT design, and the user satisfactions. This thesis gives accounts for the research background, motivation, purposes and the rationales of each episode, describes the system designs and interfaces, and reports results of the two evaluation activities described above. Recommendations for further study are addressed in the final part of this thesis.

I. Introduction 1
A. Background 1
B. Motivation and research purpose 2
C. Research questions and methodology 4
II. Literature Review 6
A. Effects of learning by teaching 6
1. Preparing for teaching vs. performing teaching 6
2. Possible reasons for the tutors gains during preparation for teaching 8
B. Intra-class Peer tutoring models 10
1. ClassWide Peer Tutoring (CWPT) 10
2. Reciprocal Peer Tutoring (RPT) 11
3. ASK to THINK-TEL WHY 11
4. Reciprocal Teaching 12
C. Cooperative learning models related to preparing to teach peers 12
1. Jigsaw 13
2. Distributive expertise 13
III. PPT Learning Flow 14
A. Original version: learning by designing teaching materials 14
1. Individual reading 15
2. Tutorial notes construction 15
3. Self-assessment of tutorial notes 16
4. Anonymous peer assessment 17
5. Tutorial notes integration 18
B. Experimental trials 18
1. First experimental trial 19
2. Second experimental trial 20
C. Review of the current version 21
1. Refinements 22
2. Teaching flow and learning flow 24
IV. System Design and Application 26
A. Tutoring preparation guider 27
1. Lesson plan 27
2. Keywords identification and interpretation 29
B. Collaborative and reflective learning facilitator 31
1. Listing all other peers’ lesson plans and keyword lists 31
2. Comparison of self-assessment results and peer assessment results 32
C. Student knowledge level reflector 33
D. Activity management simplifier 34
1. Activity flow management 35
2. Learning material management 36
3. Student progress monitoring 38
V. System Evaluation and Discussion 40
A. Evaluation methods 40
1. The first activity 40
2. The second activity 42
B. Evaluation results and discussion 44
1. How did PPT motivate students to learn? 44
2. How did PPT better engage students in pre-class reading? 50
3. Is each design or function in PPT perceived a necessity by participants? 55
4. How well do the system interfaces satisfy the users? 61
VI. Conclusions and Future Works 62
References 67
Appendix 69

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