近年來，翻轉學習的模式已逐漸受到重視，並且應用到各個教學領域。許多學者指出，良好的翻轉學習活動設計，不只有助於提供學習成就，更有效促進師生與同儕互動，以及提升學生高層次思考的潛力。然而，學者也指出，在翻轉課堂中若缺乏良好的班級經營及有效的學習策略，對於學生的學習表現可能不如預期。因此，本研究提出結合遊戲機制的翻轉學習模式，以引導學生在課前透過影片自學，並在課中透過桌遊進行學習活動。為瞭解這樣的學習模式的效果，本研究採設計一個準實驗，應用於國小運算思維概念課程中。實驗對象為國小四年級的六個班，共107名學生；其中兩個班為實驗組，另外兩個班分別為控制組A及控制組B。實驗組學生使用結合遊戲機制的翻轉學習模式，控制組A的學生採取一般翻轉學習模式，控制組B的學生則採用傳統教學模式。由實驗結果發現，三組學生在學習成就及自我效能方面無顯著差異。另外，以結合遊戲機制的翻轉學習模式進行學習的學生，比一般翻轉學習模式及傳統教學模式進行學習的學生有更高的內在動機；同時，一般翻轉學習模式中外在動機前測分數高的學生，與傳統教學模式的學生相比，有較高的外在動機後測分數。在學習行為方面，結合遊戲機制的翻轉學習模式的學生在觀看影片的過程，相較於一般翻轉學習模式與傳統教學模式的學生，有更多播放、暫停、搜尋、重讀等行為；其中暫停到搜尋、搜尋到播放的行為序列具有顯著性。由這些顯著的行為樣式，可以呼應結合遊戲機制的翻轉學習模式對於提昇學生的內在動機有顯著的幫助。

In terms of teaching and learning, the flipped learning model has gradually been applied to various fields for the past few years. Many scholars have indicated that successful designs of flipped learning activities can effectively enhance peer / teacher-student interactions and can improve students’ higher-order thinking abilities. However, in a flipped classroom, without proper classroom management and effective learning strategies, learners couldn’t perform well as expected. In the light of this, the current study proposed a teaching model that the flipped model is integrated with game-based designs, where students were guided to learn via videos before class and the learning activities during the class were conducted through board games. The study adopted quasi-experimental design. The context was a computational thinking course in an elementary school in Taiwan. The participants were six 4th-grade classes, with a total number of 107 students; two classes were assigned as experimental group, the other two classes assigned as control group A and control group B. Students in experimental group experienced the flipped learning model integrated with game designs; students in control group A experienced the typical flipped learning model; students in control group B experienced traditional instruction. The results reported that there was no significant difference in learning achievement and self-efficacy among the three groups; the students in the flipped model integrated game designs revealed higher intrinsic motivation than the other two groups. Meanwhile, compared to group B, group A students with higher scores on the pre-test of extrinsic motivation got higher scores on their post-test of extrinsic motivation. Regarding students’ learning behavior in video watching, different from group A and Group B, the experimental group displayed more actions of clicking ‘play’, pausing, searching, and rewinding. In terms of the behavioral sequence, there was significant difference in the actions of ‘pausing to searching’ and ‘searching to clicking play’, which indicated the proposed instructional model can positively boost students’ intrinsic motivation.

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