本研究主要目的在探討接受不同激勵機制之國小六年級學生，在參與網路學習活動後，對其網路學習意願、網路參與程度和網路學習滿意度之影響，以及學生對於網路學習中不同激勵機制的看法，期望研究結果能作為國小實施網路學習活動的參考。研究對象為臺南市某國小六年級三班學生，其中二班為實驗組分別為虛擬代幣組和積分頭銜組，一班為控制組並無給予任何激勵機制，進行為期六週的網路學習活動。研究結果發現：（1）有獎勵機制的實驗組學生，其網路學習意願顯著高於控制組；（2）有獎勵機制的實驗組學生，其在評論回覆文章的參與程度顯著高於控制組學生；（3）積分頭銜組學生在學習滿意度中之學習活動方面的得分顯著高於控制組學生；（4）實驗組學生對於網路學習活動多抱持肯定的態度。

The purposes of this study were to explore the differences in sixth-graders accepting different incentive mechanisms between their Internet learning willingness, Internet participation and Internet learning satisfaction, and to understand students' opinions about using different incentive mechanisms in Internet learning. The subjects of this study were three sixth-grade classes which two of them were assigned to the experimental groups, virtual-coin group and accumulated-score group, and one another was contrast group who did not accept any incentive mechanism. The three groups were involved in a quasi-experimental design with pretest and posttest to evaluate their Internet learning willingness, Internet learning participation and Internet learning satisfaction. The experiment period was six weeks. The results of this study were as follows:1. The experimental groups with incentive mechanisms had higher scores on Internet learning willingness than the contrast group did.2. The experimental groups with incentive mechanisms had higher scores on replying articles of Internet learning participation than the contrast group did.3. The experimental group with accumulated-score incentive mechanism had higher scores on Internet learning satisfaction than the contrast group did.4. The experimental groups with incentive mechanisms had positive attitude toward the Internet learning activities.