本研究是以數位化即時回饋評量系統融入國小低年級數學科教學為主，採用「按按按」評量系統為研究工具，以台北縣某國小二年級學生為實施對象，從教學行動中探討採用「按按按」評量工具實施所面臨的困境與解決方略，以及對教師與學生有何影響。 研究結果發現實施的困境包括（一）教室器材設備不足，導致教學準備費時；（二）教師對資訊器材操作的不熟悉，造成教師對數位化評量系統卻步；（三）教室有死角，導致紅外線接收器接收不良；（四）「按按按」題庫不足，教師負擔太重；（五）學生情緒亢奮，影響上課秩序。 研究中亦發現即時回饋系統融入低年級數學教學對教師與學生均有影響。對教師的影響，即教師能立即掌握學生的數學成就，並能即時調整教學策略，透過學生與教師之間互動，使得教師的數學專業知識有所成長；同時教師相互支援與資訊融入教學過程的分享，使教師不再視資訊融入教學為畏途。 學生的轉變最主要來自於學生對於科技產品的喜愛，使得學生不再畏懼數學課；由於能專注參與，學生的學習成就與對數學自信心也明顯提升；雖然學生個別差異仍然大，但透過教學設計與競賽活動，可培養學習興趣與尊重他人的態度。

This study evaluates elementary school teacher’s difficulties with Edu- Click and its influences on teachers and students by using EduClick in the classroom. The experimental groups were the second grade students in mathematics class. Evaluation was done by digital instant response system (IRS). Our research discovered that the use of the EduClick product created five major challenges for teachers: (1) insufficient computer equipment required by EduClick ;(2) teachers felt intimidated by EduClick due to unfamiliarity with the technology; (3) the remote controllers does not work reliably around the classroom (4) there are insufficient test questions within the EduClick database and teachers had to prepare test questions themselves; (5) students were over-stimulated by using IRS, making class management difficult. Our research also found that integrating IRS in elementary math classes influences both teachers and students. On the teachers side, teachers could assess students’ progresses immediately and adjust teaching strategies accordingly. Teachers may also share experience each other and discuss ways to improve students’ performance. The sharing of teaching information between teachers also encourages the use of new technology. IRS appeals to students’ interests in new technology and increases their interest in mathematics. Their self-confidence in mathematics also increased. Although large individual difference exists, student can learn to respect others by participating in different learning activities and games.