近年來線上教學影片的大規模興起，使得可供學習的管道更為多元，其中尤以大量線上開放課程MOOCs(massive online open courses)的品質為佳，除了做為自學工具外，教育者也可善用此平台做為輔助教材，達到提升教學品質並節省教材開發時間之益處；本研究將MOOCs影片融入遊戲式學習中，並運用在國小數學科體積單元中，探討在遊戲中加入影片教材，對於學習成效之影響，同時利用滯後序列分析(lag sequential analysis)來探討學習者在遊戲中之行為模式。研究採準實驗研究法，實驗組進行結合MOOCs影片之遊戲式學習，控制組則進行結合圖片教材之遊戲式學習。研究結果發現兩組之數學學習態度均在實驗處理後顯著提升，表示透過遊戲能增進學習者對於數學的認知、情感與行為；而實驗組在心流經驗(flow experience)方面顯著高於控制組、心智負荷(mental load)方面則顯著低於控制組，表示結合影片教材之數位遊戲能降低原本教材的難度，幫助學習者學得更輕鬆，而影片的加入也不會破壞遊戲的樂趣，反而使得學習更有效率，是一良好之學習模式。

With the surging popularity of online teaching video in recent years, learning resources have become more widely available. Especially MOOCs (massive online open courses) are considered having better quality. MOOCs platform can not only be used as self-learning tools, but also auxiliary teaching materials. Educators can benefit from it by making good use of MOOCs to rise the quality of teaching and learning and to save time developing teaching materials. This study incorporated MOOCs teaching videos into game-based learning and implemented it in volume unit of elementary mathematical courses. The primary objective of this study was to examine the effect of GBL with integrated MOOCs videos on elementary school students learning mathematics and to analyze learners’ behavior mode in the game context by using lag sequential analysis. This study used a quasi-experimental method in which the experimental group used game-based learning combined MOOCs video teaching materials and the control group used game-based learning combined graphic-based teaching materials. The results showed that the method proposed in this study can effectively increase the flow experience and decrease the mental effort of students. Digital game combined MOOCs video teaching materials can reduce difficulty of original teaching materials and help learners to learn easier. Video added in the game do not disrupt the enjoyment of a game, but do make learning more efficient. Thus, the learning mode proposed was well-designed.

目　次
第一章 緒論 1
第一節 研究動機與背景 1
第二節 研究目的與問題 3
第三節 名詞釋義 4
第四節 研究範圍與限制 5
第二章 文獻探討 7
第一節　數位遊戲式學習 7
第二節　影片式學習與大量線上開放課程 10
第三節　認知負荷與教材設計 12
第四節　遊戲與心流經驗 14
第三章 研究方法 16
第一節　系統開發工具 16
第二節　研究設計與架構 26
第三節　研究對象 27
第四節　研究步驟與流程 28
第五節　研究工具 29
第六節　資料處理與分析方式 32
第四章 研究結果 33
第一節　學習成就分析 33
第二節　數學學習態度分析 35
第三節　心流經驗分析 37
第四節　認知負荷分析 37
第五節　半開放式問卷分析 38
第六節　行為模式分析 43
第五章 結論與建議 53
第一節　結論與討論 53
第二節　未來研究建議 55
參考文獻 58
中文部分 58
英文部分 58
附錄一 數學教學實驗前問卷 67
附錄二 數學教學實驗後問卷 68

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