在管理教育中，個案分組討論不但已被廣泛使用於培養學生的系統思考、自我管理、與人際關係處理能力，也可透過成員間彼此溝通與發展認同感來培養群體信任與分享知識，進而對教學個案有進一步的體認。本研究以賽局理論為基礎，以自陳式量表來探討個案分組討論過程中所產生的信任維繫與知識分享行為，及其對學習表現的影響。研究過程發現若引入明文契約與競合理論的方式，可培養小組成員間的信任感覺，也可使知識分享處於競爭且合作的狀態，並產生學習綜效。實證結果顯示學生認為個案分組討論的學習方式，會比個人獨立學習獲得更多的知識及想法；並可透過知識分享與建立信任感來改善個人的學業成績。這賽局觀點的研究成果將可提供從事個案教學的教師們在進行個案分組討論時，能順利塑造具有成員背景多元化及良好競合氣氛的課堂文化，以期各小組成員都能增進其學習表現。

Case study in management education is used with increasing frequency not only to integrate the development of students' systematic thinking, self-management, and interpersonal abilities but also to facilitate communication, trust, and the knowledge sharing among teammates. Based on game theory and co-opetition perspectives, the present study intends to investigate 2-year part-time college students’ dynamic behaviors of mutual trust and knowledge sharing toward learning performance via self-developed questionnaire scales. The results show that, via trust-building and knowledge sharing processes, the case study group with co-opetition oriented game leads to better learning performance than individual-learning-alone group. Moreover, diversified backgrounds of teammates will also enhance learning performance. These practical game-based implications are valuable to management educators.