Excel應用能力是多數求職者必要項目之一，但Excel技能並不是現今臺灣教育中的主要學科。研究者的職場經驗發現，工作Excel的要求與自身技能難以達成平衡，其原因主要有：(1)Excel技能非主要學科，學生無法投射Excel的應用情境。(2)以自學方式學習Excel技能，但無法學以致用。(3)透過速成的方式應付考試取得認證，導致擁有能力證明卻沒有具備技能。
現行的Excel教學以講授、討論、演示三種教學模式相互輔助為主軸，離開課室後以書籍與網路資源作為自我學習的工具，卻仍出現能力不足等問題。本研究將透過有別於傳統的自學方式，採用遊戲式學習作為自我學習模式進行探討，期盼能夠透過遊戲帶入應用情境並達到學習目的。本研究為檢視遊戲式自我學習對於學習Excel技能是否有效，將自行開發一款以遊戲式學習與認知鷹架作為核心，加入檢核機制，建構出一款學習Excel技能之數位遊戲，幫助學習者在遊戲過程中學習Excel的相關技能。
本研究以臺灣北部兩所大學之187位學生作為實驗對象，有效樣本數為120人，藉由準實驗研究之不等組前後測來探討遊戲式學習者與書籍教材學習者之間學習成效、心流狀態以及科技接受度。研究結果顯示：(1)自行開發的遊戲有高度的科技接受度、(2)兩組學習者在學習成效上皆有顯著的進步並沉浸於活動當中、(3)遊戲式學習者的學習成效優於書籍教材學習者、(4)遊戲式學習者比書籍教材學習者更沉浸於活動當中。因此，本研究期盼在未來能夠將遊戲應用延伸到職場教育訓練中，提升職場技能。也期待本研究所設計之遊戲架構能夠做為相關軟體教學、應用與研究之參考。

Excel application ability is one of the essential items for most job seekers, but this skill is not the main subject in present Taiwan education. The researcher’s workplace experience has found that it is difficult to achieve a balance between the requirements of working Excel and their own skills. The main reasons are: (1) Excel skills are not the main subject during school life, which makes students unable to project the practicality of Excel in the workplace. (2) Learning Excel skills by self-study but cannot apply the skills they have learned to work. (3) Obtained certification in the accelerated course but did not have the abilities.
The current Excel teaching mostly relies on the three teaching modes of teaching, discussion, and demonstration as the main modes. After leaving the classroom, books and Internet resources are used as self-learning tools, but there are still problems such as insufficient ability. Therefore, this research will use game-based learning (GBL) as a self-learning mode to be different from the traditional self-learning method, hoping to bring the application situation through the game and achieve the learning purpose. To examine whether game-based learning is effective for learning Excel skills, this research developed a digital learning game that takes game-based learning and scaffolding as the core and adds a verification system to construct a digital learning game that simulates the certification exam process to help players learn the core skills of Excel during the game.
In this study, a total of 187 students (120 effective data) from two universities in northern Taiwan participated in this study. Use quasi-experimental research to explore the learning effectiveness, the state of flow and technological acceptance between game-based learning learners and learners by using textbooks. The results revealed that: (1) Self-developed game has a high degree of technological acceptance. (2) Both groups of learners have made significant progress in learning effectiveness and are immersed in the self-learning activities. (3) The learning effect of game-based learning learners is better than learners by using textbooks. (4) Game-based learning learners are more immersed in the activity than the learners by using textbooks. Therefore, this study looks forward to extending game applications to workplace training in the future to improve workers’ skills. It is also expected that the game model designed by this research can be used as a reference for related software teaching, application and research.

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