本研究主要目的在探討代間學習運用於銀髮族學習電腦的效果、銀髮族在學習過程中所面臨的困境及其因應策略。本研究係採用準實驗研究設計，將銀髮族分為實驗組、對照組，以有無代間學童協助教學作為自變項，實驗課程為期十週，每週兩節課。研究工具包括：自編學習成效問卷、銀髮族期中回饋單、銀髮族和教師的訪談紀錄、教學者省思札記、觀察者觀察紀錄、學童協助教學心得等。以次數分配、百分比、 t檢定、單因子共變數分析，進行量化分析。研究結果顯示： 1.實驗組和對照組在實驗教學前後，在電腦認知、操作、情意方面均有顯著差異；實驗組在電腦認知、操作、情意方面的學習成效優於對照組。 2.實驗組與教學者對代間（學童）協助教學，抱持肯定的看法。 3.銀髮族因生、心理老化與基本能力的不足，造成教師在教學過程的困難。 4.代間協助的教學模式，有助於教學者解決教學的困境。 5.代間學習方式運用於銀髮族電腦課程上，有推廣之價值。

The main purpose of this research was to explore the effects on the intergenerational learning for the seniors who have learned to use computers, the difficulties and its strategies during the processes of the intergenerational learning of seniors. This research adopted the Quasi-experimental Design, and seniors were divided into the experimental group and the contrast group. The Independent Variable (IV) was with or without the assistance of the intergenerational co-teaching children. The experimental curriculum lasted for ten weeks, and two periods per week. The research tools included “Pre/post questionnaire” of the effects of learning to use computers, “After-school feedback form” of seniors, “ Interview outline” between seniors and teachers, “Self-examination daily record” of teachers, “Observation record” of observers and “Reviews” of the co-teaching children, etc. The quantitative research results were based on analyzing the Frequency Ratio Analysis, T-test and One-way ANCOVA. The results indicated that: (i) The results showed significant differences in computer cognition, operation and affection between the experimental group and the contrast group pre/post the experimental teaching processes. However, regarding the computer-learning effects upon cognition, operation and affection, the experimental group was better than the contrast group. (ii) Both experimental group and teachers entertained affirmative viewpoints upon the intergenerational co-teaching children. (iii) The condition of the senior and teaching equipment were the factors that caused learning resistance. (iv) The co-teaching pattern of the Intergenerational learning could help teachers solve the teaching dilemmas. (vi) There were values existing among the intergenerational learning of seniors who have learned to use computers.