本研究以「部首辨識學習」為例，探討並比較數位遊戲學習環境對於亞斯伯格症候群患童 (Asperger’s)與一般孩童間自我效能 (self-efficacy)、內在動機 (intrinsic motivation)以及學習表現 (academic performance)之影響。研究對象為普通班男、女學生共56名 (平均年齡10歲)，及亞斯伯格症患童男、女學生共15名 (平均年齡10歲)。研究對象在「MMCLE 多滑鼠數位遊戲學習平台」上進行部首配對遊戲，並以「部首連連看紙本測驗」及「學習動機與策略量表」之「內在動機量表」與「自我效能量表」進行前、後測，以配對t考驗分析比較研究對象的自我效能、內在動機以及學習表現在數位遊戲學習前後的差異；並以多元迴歸分析自我效能、內在動機對學習表現的預測力。
研究結果發現：數位遊戲學習有助於提升一般孩童的自我效能、內在動機以及學習表現，但對亞斯伯格症患童則只有內在動機有所提升；此外，一般孩童在數位遊戲學習之前，自我效能可以預測學習表現；而在數位遊戲學習之後，則只有內在動機方可預測學習表現。本研究根據實驗發現進行討論，並對日後數位遊戲學習之研究提出建議。

In this study, radical recognition learning in Chinese characters was used to explore and compare the effect of game-based learning on self-efficacy, intrinsic motivation, and academic performance between Asperger’s and normal children. Fifty-six normal male and female students in regular classes (average age:10) and 15 Asperger's syndrome of male and female students (average age:10) were recruited to attend the study. Participants were asked to play radical-matching game on “multi-mouse-game-based learning plateform” (MMCLE) and complete paper tests of radical-matching game and questionnaires of self-efficacy and intrinsic motivation before and after the game.
The results showed that game based-learning helped promote normal children’s self-efficacy, intrinsic motivation and learning outcome, but only enhanced Asperger’s children’s intrinsic motivation. The results also indicated that self-efficacy predicted academic performance before game-based learning, while only intrinsic motivation instead of self-efficacy predicted academic performance after game-based learning. Implications and suggestions for teaching and future research were provided.

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