本研究旨在探討數位敘事遊戲學習的情境下，透過 Ren’Py 實施數位遊戲
製作融入批判思考教學，對高中生的批判思考技巧、批判思考自我效能、認知
負荷之影響。本研究採用「單組前後測設計」與「混合研究法」，研究情境實施
在台灣北部某兩所高中之選修批判思考公民特色課程-想想烏托邦，共 46 名學
生為研究對象，進行為期 9 週的教學課程。實驗前後皆採用量化問卷、測驗收
集的方式，並於課程結束後，針對每位學生進行半結構式訪談，以深入了解使
用 Ren’Py 作為數位敘事遊戲製作工具，融入批判思考教學之有效性，並探討
影響數位敘事遊戲學習批判思考的因素以及想法。
根據本研究結果可知：高中生批判思考技巧前後測並無顯著差異，分組分
析後進一步發現，小組合作型態若是「僅分工而無小組討論」之組別，於批判
思考技巧上會有顯著退步的情況，這可從合作學習的面向來看—從質性訪談可
以發現部分組別能在小組討論中，使用「解釋、評鑑」的批判思考技巧，並產
生相互思考、評估、說服等行為；然而，部分組別卻僅將合作學習之小組討論
用於分配工作，丟失了針對批判思考議題、遊戲討論的機會，而導致學生們於
批判思考之學習成效有所不同。
此外，從批判思考之自我效能來看，雖然平均數上皆有些微進步，但並無
達到顯著水準，因而進一步以認知負荷與批判思考學習成效之關聯性來探討可
能的原因，可以發現小組合作型態若是「僅分工而無小組討論」之組別，其整
體認知負荷、內在認知負荷呈現顯著負相關的現象，由質性訪談得知，學生們
對於批判思考各技巧的定義與概念，容易混淆感到理解上的困難，因此造成了
內在認知負荷的提升，並因為時間不足以讓學生同時學習兩種高層次思考─批
判思考與程式語言，因此也造成了學習上的負擔。
雖然如此，從學生們之質性回饋發現，本研究設計在學生編寫遊戲劇本、
設計批判思考題目的過程中，仍可以有效促進他們的批判思考，除此之外，還
能有效提升學生溝通技巧、解決問題和媒體判讀等能力。

This study used Ren’py as its research tool and explored the performance of digital game-based learning on high school student’s critical thinking skills, self-efficacy and cognitive load. It was conducted in two public high schools in Taiwan. A total of 46 students joined in a nine-week "Thinking Utopia" course.
Results from pre- and post-tests revealed no significant differences between students’ critical thinking skills. Further analysis found a slight progress within "had discussion group" and a significant regression within "no discussion group". From the perspective of collaborative learning, some groups could use the critical thinking skills like "interpretation, evaluation" in group discussions, and generated mutual thinking, evaluation, persuasion. However, some groups only discussed how to distribute the Work, lost the opportunity to discuss critical thinking, resulting in students' different learning outcomes in critical thinking.
Furthermore, there is no significant differences between students’ critical thinking self-efficacy. From the perspective of the relationship between cognitive load and critical thinking skills test, it could be found that the overall and internal cognitive load of "no discussion group" were significant negative correlation. According to qualitative interviews, students were confused about the definition and concept of critical thinking skills, which lead to an increase in internal cognitive load. In addition, because time was not enough for students to learn two kinds of high-level thinking at the same time - critical thinking and programming language, it also caused a burden on learning.
Nevertheless, from the qualitative feedback of the students, this research design could effectively promote their critical thinking in the process of writing game scripts and designing critical thinking questions. Other than this, it could effectively improve students' communication skills, problem solving, and media interpretation ability.

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