本研究旨在探究不同的回饋策略(資訊回饋、績效回饋)與不同的教師身分(職前教師、在職教師)對教師透過數位模擬學習校園創新推廣策略的學習成效影響。參與本研究之在職教師樣本來自於桃園、台北、新北市的國小、國中、高中；而職前教師之樣本來自於師範院校在學之實習教師，樣本總數共121人。研究設計採因子設計，自變項包括回饋策略與教師身分，「回饋策略」依據學習者所選用之創新推廣策略後由系統給予的回饋形式分為資訊回饋與績效回饋；「教師身分」則依據學習者為在職教師與否分為在職教師與職前教師；依變項為校園創新推廣策略之學習成效。

研究結果顯示：(1)就在職教師而言，在數位模擬學習活動時使用資訊回饋，其校園創新推廣策略的學習成效優於使用績效回饋；相對地，(2)就職前教師而言，在數位模擬學習活動時使用績效回饋，其校園創新推廣策略的學習成效優於使用資訊回饋。

The purpose of this study was to investigate the effects of teacher’s identity and type of feedback on teacher’s learning of innovation diffusion strategies. There were 61 in-service teachers from Taoyuan, New Taipei City and Taipei City and 60 pre-service teachers from a teachers’ university participated in this study. The independent variables were types of feedback and teachers’ identities. The types of feedback strategies included performance feedback and information feedback. Teacher’s identities were categorized as in-service teachers and pre-service teachers. The dependent variable was learning performance of innovation diffusion strategies.

The results revealed that (a) for in-service teachers, when learning innovation diffusion strategies from computer simulation, using information feedback strategy resulted in better learning performance than using performance feedback strategy, and (b) oppositely, for pre-teachers, when learning innovation diffusion strategies from computer simulation, using performance strategy revealed better learning performance than using information feedback.

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