台灣近年持續進行教育改革，希望培養學生帶著走的能力，批判思考是其中的重要關鍵能力。本研究旨在探討數位角色扮演遊戲的學習，對高中職生批判思考能力之影響。研究中之數位遊戲乃研究者利用RPG Maker所設計，藉由故事結合批判思考答題，提供學生反覆運用批判思考技巧的學習情境。研究對象為32位高中職學生，利用4天的營隊進行單組前後測的實驗教學，瞭解其批判思考能力之差異以及探討批判思考能力對於學習動機、認知負荷、之相關性。
研究結果顯示，高中職生在批判思考能力的表現上有顯著的進步。進一步比較，在批判思考能力表現的方面，批判思考高分組並沒有顯著的進步，反而是批判思考低分組達到顯著的進步。問卷結果顯示，高中職生採用數位角色扮演遊戲式學習擁有高度的學習動機；高中職生的批判思考能力和內在認知負荷達到顯著的正相關。質性訪談結果顯示，高中職生非常認同營隊活動與遊戲設計，並且可以看出教材難度對學生來說是較複雜，因此會增加學生的內在認知負荷，也更刺激學生更加了解批判思考能力的應用，最後，數位角色扮演遊戲式學習能有效提升學生批判思考能力與學習動機。因為批判思考是一種高層次認知技巧，建議未來研究可以增加實驗對象和增長實驗期程。

Critical thinking has been a key ability promoted by Taiwan’s on-going educational reform to foster portable skills among students. The present research attempts to examine the effect of digital game-based learning on high school students’ critical thinking ability. With digital games designed by researchers of this study using RPG Maker and a combination of story lines and critical thinking questions, students were provided with a learning context to practice critical thinking skills repeatedly. A total of 32 high school students participated in this study. An experimental one-group pretest-posttest instructional design was conducted to explore the differences in students’ performance in critical thinking and the correlation among the following: their critical thinking ability and learning motivation, flow experience, cognitive load, and technology acceptance before and after their attendance in a four-day camp.
The results of the study show that the high school students have made significant progress in the performance of critical thinking skills. Furthermore,no significant progress was found in a comparison between critical thinking ability and the effect of high grouping. Instead,low grouping was found to have a much more critical impact on students’ significant progress. The results of the questionnaire show that high school students who used digital role play game-based learning demonstrated a high degree of learning motivation and that the critical thinking ability of high school students and their internal cognitive load had a significant positive correlation. The results of qualitative interviews illustrated that high school students were very much aware of camp activities and game design. It can be inferred from the research findings that advanced materials may have been challenging for the students, however, their use toward teaching may not only increase students' internal cognitive load, but also stimulate them to comprehend and apply critical thinking ability. In conclusion, digital role-playing game-based learning can effectively enhance students' critical thinking ability and learning motivation. As a high-level cognitive skill, critical thinking is recommended as a research subject for future studies among an increased number of disciplines and models of experiments.

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