古老的排灣族藥用植物文化一向是最難探索的台灣原住民傳統知識，由於受限於罕見植物之種源難尋、耆老凋臨，而無法取得口傳知識，以及知識的不確定性，而成為最難傳承的原住民文化之一，有鑑於此，本研究首先以藥用植物文化為主題來設計影片腳本，藉著廣播級影片展現的生動情境，讓觀賞影片的學生們探討排灣族藥用植物的使用方法和母語稱謂，以及分析種源是否瀕臨絕種，如何繁衍種源，期望透過影片製作，加深學習者的印象。另一方面，我們也把同樣的內容設計在「RPG組」的遊戲內容當中，以比較「影片教學組」和「RPG組」的學習者在「學習成就」、「科技接受度」、「參與藥用植物文化的行為和情意」、「認知負荷」和「心流體驗」等項目是否具有顯著的差異。
實驗的結果發現，兩組實驗組在使用學習工具之後，在「學習成就」方面都有顯著的進步；同時，影片組在「個人自我效能」、「科技接受度」及「參與藥用植物文化的行為和情意」量表等項目，都比RPG組的學習者更具有顯著的成效。另一方面，在「心流體驗」的項目方面，影片組的組員更容易沉浸於學習情境，因此，具有較低的認知負荷，在學習工具方面，也比遊戲組的組員感到更滿意，而且擁有更正面的行為意向。

Paiwan indigenous medicinal plants has always been a hardest exploration range of ancient culture in Taiwan indigenous traditional knowledge owing to the difficulty of finding these rare species of plants. Moreover, sometimes it is difficult to derive knowledge due to the pass away of the seniors and the uncertainty of the knowledge. In this study, we adopt culture of medicinal plants as the theme for designing a script of a vivid film for teaching people how to use and name a native title of Paiwan medicinal plants, including the way of analyzing whether the plants are on the danger of extinction and how to seek multiply seed sources. It is expected that the file can enhance the learners’ impression and comprehension. On the other hand, we also develop a role-playing game based on the same content. Moreover, an experiment is conducted to compare the “learning achievement”, “technology acceptance ”, “affection and behavior’s attitude for medicine plants’ culture”, “Cognitive Load” and “ flow experience ” of the film teaching group and the digital game-based learning group.
The results showed that after using the learning tools, both groups had significant difference in learning achievement. In addition, the members in the film group had better performance in “self-efficacy”, “technology acceptance”, and “affection and behavior’s attitude for medicine plants’ culture”. Besides, in the result of “flow experience”, compared with the game learning group, the members of film group were easier to immerse in the learning environment, which leads to lower cognitive load and they were more satisfied with the learning tool and had more positive behaviors.

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