本研究主要目的在探討不同訊息回饋策略在合作學習的情境下對運動技能學習成效與互動行為的影響。以國中學生共4班120名為實驗對象，以前測成績區分為高能力或低能力學生，受試者完成合作學習訓練後，並以隨機方式指派受試者進入不同組別進行實驗。研究方法為實驗研究法採3×2因子設計。本研究工具包括電腦影像、互動行為量表及技能評量等工具，另外，為了分析小組的學生不同之能力在合作行為之互動關係，實際進行行為觀察，蒐集現場教學資料。研究結果發現學生無論是在教師口語回饋或電腦視覺影像回饋的教學下，皆比沒有教學回饋下更有效益。對能力高的學生言，教師口語教學回饋對學生的學習效益有較佳的影響。然而，對能力低的學生言，教師口語回饋或電腦視覺的教學回饋，並無顯著的差異。最後，在預測學習成就與互動行為的關係上，研究結果顯示『提供解釋技能問題』，『給對方建議方向』，『具有正面的社交行為』與『具有快樂學習氣氛』在互動學習成就上有很強的顯著相關。研究結論發現『具有快樂學習氣氛』最具顯著成效，建議未來教師的一項重要考量因素。

This study investigated the effects of different feedbacks on students' soccer achievement and interaction under the cooperative learning condition. After the cooperative training phase, 120 junior high students, classified as high-and low-ability, were randomly assigned to treatments. Students completed a basic soccer lesson and an achievement posttest, and meanwhile, an interaction scale was measured. The results revealed that overall, students who were in the teacher verbal feedback and video feedback treatments achieved higher scores than students without feedback treatment. However, the teacher verbal feedback condition was not significantly different from the video feedback condition. This finding is counter to several studies that indicated that the teacher verbal feedback is superior to the video feedback. Furthermore, the teacher verbal feedback was more effective with high-ability students. For low-ability students, the teacher verbal feedback and the video feedback treatment significantly outperformed the no-feedback condition. However, there were no significant differences between the teacher verbal feedback and the video feedback for low-ability students. The results also revealed that four behavior interactions were significantly different for predicting performance including explanations of skill problems, support suggestions, positive social skills and pleasant learning conditions. The implications for this result of the pleasant learning condition are in keeping with the literature of physical education for motivational strategies.