資訊科技的蓬勃發展，讓研究者開始探索將資訊科技應用於教育領域的潛力。遊戲式學習則為運用來改善學習成效的資訊科技之一。模擬形式的學習遊戲常被開發來建構模擬的世界，讓學習者可以透過嘗試解決日常生活可能遇到的問題進行學習。然而，還是有許多科目不易設計成模擬形式的學習遊戲。為了提供娛樂的元素給任意一門學科，本研究嘗試利用非模擬形式的學習遊戲來輔助學習活動，並提出兩個輔助機制並進行驗證。第一為遊戲回饋機制，讓學習者在遊戲階段後利用有用的資訊做進一步的學習。第二則為同儕互動機制，利用同儕互動建立一個同儕互相學習的環境。本研究利用計算機網路做為學習主題，並招募80位學生參與實驗。研究結果顯示同儕互動機制對學習成有正向的顯著影響，而學習者對於在未來學習活動中使用本研究所提出之遊戲回饋機制擁有顯著且正向的使用意圖。本研究將根據研究結果進一步探討其學術理論與實務應用層面的意涵，並給研究者與教學者適當的建議。

With the rapid development of information and communication technologies (ICTs), researchers have been engaging in exploring the potential of ICTs on educational settings. Game-based learning is an application of ICTs for improving learning performance. Simulation-based learning games are usually developed to create virtual worlds where learners can learn by solving the problems in relation to the real world. However, there are still many subjects which are difficult to be developed as simulation-based learning games; in order to provide the entertainment element for those kind of subjects, this study attempted to design non-simulation learning games instead. Two learning support mechanisms were proposed and examined in this study. One is game-feedback which provides useful information for learners to engage in further learning after the game stage. The other is peer-interaction which constructs an environment to facilitate learners interacting among each other. An experiment was conducted with a total of 80 students enrolled in Computer Networks course. The results show that the mechanism of peer-interaction has a significantly positive effect on learning performance, and the mechanism of game-feedback has a significantly positive effect on the intention toward using the developed system for their further learning. Based on the findings, implications on theoretical and practical aspects were discussed for further research directions and practical applications.

論文審定書 i
論文提要 ii
致謝 iii
目錄 vi
圖目錄 viii
表目錄 ix
第一章 、緒論 1
第一節 、研究背景與動機 1
第二節 、研究目的 3
第三節 、研究問題 5
第二章 、文獻探討 6
第一節 、遊戲式學習 6
第二節 、社會認知理論 8
第三節 、同儕互動 9
第四節 、認知歷程向度 11
第三章 、研究方法 13
第一節 、研究架構 13
第二節 、待答問題 15
第三節 、研究工具 17
第四節 、研究對象 20
第五節 、實驗設計 21
第六節 、系統設計 26
第四章 、結果與討論 31
第一節 、資料蒐集 32
第二節 、前測與後測成績分析 32
第三節 、使用者態度分析 36
第四節 、使用者意圖分析 38
第五節 、互動感知分析 40
第六節 、訪談結果 41
第七節 、綜合討論 44
第五章 、結論 46
第一節 、研究發現 47
第二節 、研究貢獻 48
第三節 、研究限制 49
第四節 、未來研究 49
參考文獻 50
附錄一、前測試題 53
附錄二、學習後測試題 57
附錄三、使用態度和意圖與互動感知問卷 61
附錄四、訪談問題 64

Akinsola, M. K. A., I. A. (2007). The Effect of Simulation-Games Environment on Students Achievement in and Attitudes to Mathematics in Secondary Schools. Turkish Online Journal of Educational Technology, 6(3).
Anderson, L., Krathwohl, D., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., . . . Wittrock, M. (2000). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, Abridged Edition: Allyn & Bacon.
Bandura, A. (1977). Social learning theory. New York: General Learning Press.
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory: Prentice Hall.
Bekebrede, G., Warmelink, H. J. G., & Mayer, I. S. (2011). Reviewing the need for gaming in education to accommodate the net generation. Computers & Education, 87(2), 1521–1529.
Bloom, B. S. D. R. K. (1956). Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners. Handbook 1: Cognitive domain. New York: Longmans.
Blumer, H. (1969). Symbolic interactionism : perspective and method / Herbert Blumer. Englewood Cliffs, N.J. :: Prentice-Hall.
Burguillo, J. C. (2010). Using game theory and Competition-based Learning to stimulate student motivation and performance. Comput. Educ., 55(2), 566-575.
Cordova, D., & Lepper, M. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88(4), 715-730.
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco Jossey-Bass Publishers.
Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6).
Greenblat, C. S. (1973). Teaching with Simulation Games: A Review of Claims and Evidence. Teaching Sociology, 1(1), 62-83.
Hatem, W. A., Kwan, A., & Miles, J. (2012). Comparing the effectiveness of face to face and computer mediated collaboration. Advanced Engineering Informatics, 26(2), 383-395.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
Johnson, D., & Johnson, R. (1998). Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning (5th Edition): Allyn & Bacon.
Johnson, D. W., & Johnson, R. T. (1991). Learning together and alone: Cooperative, competitive, and individualistic learning.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education, 8(1), 13-24.
Kirschner, P., & Karpinski, A. (2010). Facebook® and academic performance. Computers in Human Behavior, 26(6), 1237-1245.
Kluger, A. N., & Denisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284.
Kolb, D. (1984). Experiential Learning: experience as the source of learning and development: Prentis-Hall.
Lopez-Morteo, G., & Lopez, G. (2007). Computer support for learning mathematics: A learning environment based on recreational learning objects. Computers & Education, 48(4), 618-641.
Lorenzo, G., & Dziuban, C. (2006). Ensuring the Net Generation Is Net Savvy. Eli Paper ( Educause Learning Initiative)(2).
Marttunen, M. J., & Laurinen, L. I. (2009). Secondary school students’ collaboration during dyadic debates face-to-face and through computer chat. Computers in Human Behavior, 25(4), 961-969.
Mead, G. H. (1934). Mind, Self, & Society: The university of Chicago press.
Mikropoulos, T. A., & Natsis, A. (2011). Educational virtual environments: A ten-year review of empirical research (1999–2009). Computers & Education, 56(3), 769-780.
Papastergiou, M. (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers & Education, 53(3), 603-622.
Phelps, E., & Damon, W. (1989). Problem Solving With Equals: Peer Collaboration as a Context for Learning Mathematics and Spatial Concepts. Journal of Educational Psychology, 81(4), 639-646.
Prensky. (2001). Digital Game-Based Learning: Mcgraw Hill Book Co.
Prensky, M. (2001). Digital Game-Based Learning: Mcgraw Hill Book Co.
Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144.
Shih, J.-L., Shih, B.-J., Shih, C.-C., Su, H.-Y., & Chuang, C.-W. (2010). The influence of collaboration styles to children’s cognitive performance in digital problem-solving game “William Adventure”: A comparative case study. Computers & Education, 55(3), 982-993.
Tapscott, D. (1997). Growing Up Digital: The Rise of the Net Generation: Mcgraw-Hill.
Tjosvold, D. (1988). Cooperative and competitive dynamics within and between organizational units. Human Relations, 41(425-436).
Veen, W., & Vrakking, B. (2007). Homo Zappiens: Growing up in a digital age: Network Continuum Education.
Venkatesh, V., Morris, M., Davis, G., & Davis, F. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27(3), 425-478.
Vogel, J., Greenwood-Ericksen, A., Cannon-Bowers, J., & Bowers, C. (2006). Using Virtual Reality with and without Gaming Attributes for Academic Achievement. Journal of Research on Technology in Education, 39(1), 105-118.
Vos, N., van der Meijden, H., & Denessen, E. (2011). Effects of constructing versus playing an educational game on student motivation and deep learning strategy use. Computers & Education, 56(1), 127-137.
Wu, W. H., Hsiao, H. C., Wu, P. L., Lin, C. H., & Huang, S. H. (2011). Investigating the learning-theory foundations of game-based learning: a meta-analysis. Journal of Computer Assisted Learning, 265-279.
Yang, C., & Chang, Y. S. (2011). Assessing the effects of interactive blogging on student attitudes towards peer interaction, learning motivation, and academic achievements. Journal of Computer Assisted Learning, 28(2), 126-135.