本研究主要以準實驗研究法來探討融入IRS即時反饋系統的物理教學，對於不同相互依賴傾向台灣高中學生對於IRS融入教學覺知的相關性，分別針對學生在集體主義與個人主義不同傾向程度，對於使用IRS融入教學後，對於使用IRS上課的接受程度與IRS教學覺知做相關分析，並討論其因素。
研究者使用相互依存量表檢測學生個人主義與集體主義偏向程度，並且使用教學意見調查表量化學生對於IRS接受度並分析其因素。另一方面也會使用學習心得記錄表、課後晤談紀錄逐字稿，以質性方式檢視學生學習過程中的想法。量化資料以主成分分析、皮爾森積差相關分析進行分析；質性資料以研究者三角測定進行分析。
本次研究最重要的發現是相互依存傾向不同的學生，在對於IRS接受度上面有巨大的區別。個人主義傾向的學生對於IRS教學覺知有大效果量的正相關，集體主義傾向的學生對於IRS教學覺知則有大效果量的負相關，分析其晤談內容，發現主要原因是集體主義傾向的學生認為使用IRS教學所營造出的學習氛圍會給他們巨大的壓力。

In this study, quasi-experimental research method is used to explore the physics teaching integrated with Interactive Response System (IRS). For the correlation between different interdependent tendencies of Taiwanese high school students and their perception of learning with IRS, it is aimed at students' different tendencies of collectivism and individualism, after IRS integration into teaching. The degree of class acceptance and IRS teaching perception were analyzed, and the factors were discussed.
Researchers used the interdependence scale to test students' individualism and collectivism bias, and used the teaching opinion questionnaire to quantify students' acceptance of IRS and to analyze it factors. On the other hand, they also used the learning experience record and the after-class interview record verbatim to examine students' thinking in the learning process in a qualitative way. Method Quantitative data were analyzed by principal component analysis and Pearson correlation analysis; qualitative data were analyzed by triangulation of researchers.
The most important discovery of this study is that students with different interdependence tendencies differ greatly in their acceptance of IRS. Students with individualism tendencies have a large positive correlation with IRS teaching perception, while students with collectivism tendencies have a large negative correlation with IRS teaching perception. It is found that the main reason is that students with collectivist tendencies think that the learning atmosphere created by using IRS teaching will exert great pressure on them.

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