本研究運用合作學習（cooperative learning）方式進行色彩計畫課程教學，並觀察學生間之互動，了解不同學習風格的學生，其學習反映的差異。研究以Kolb所製作的學習風格量表進行分類，研究對象為嶺東科技大學視覺傳達設計系一年級新生共79人，其中擴散者（Diverger）佔31.6%、調適者（Accommodator）佔34.2%，同化者（Assimilator ）佔19%，聚歛者（Converger ）佔15.2%。學習成效透過問卷調查，以李特克氏量表（Likert scale）來評估。研究結果顯示，贊同合作學習教學法的學生（5分以上）占多數，其中合作學習教學法對調適者型的學生在色彩樣本分類上的幫助，與其他三組類型的學生相比較，在統計上有顯著差異。不過擴散者型的學生在色彩相關資料的蒐集（第1題）及回饋訊息多元且適合自己（第18題）的兩項問項上，與調適者型的學生持相反看法，並具統計上差異。

In this study, cooperative learning was used in the color scheme class, the interactions between each student were observed to study the reactions of students with different learning styles. Kolb's Learning Styles Inventory was utilized in this study, 79 freshmen in Ling Tung University of Science and Technology were classificated into four groups: Diverger (31.6%), Accommodator (34.2%), Asslimilator (19%) and Converger (15.2%). The learning effectiveness of the students was evaluated by Likert scale through questionnaires. The results show that the majority of students agree with the cooperative learning (more than 5 points). In addition, the Accommodator student displays statistically higher value in color sample classification as compared with the other three types of students. However, the results of the Item 1 (color information gathering) and Item 18 (feedback information and suitable for their own) display statistically differences between Diverger and Accommodator students.