本研究探討在數位五連方積木遊戲中專家與生手行為模式的差異，受試者分為專家組與生手組，1位積木專家與4位操作精確度與專家相似的台北某大學學生作為專家組受試者，14位台北某大學學生作為生手組。
本研究延續文獻研究的專家與生手操作實體五連方積木的差異實驗，並使用數位五連方積木拼圖遊戲，加入紀錄操作過程的功能，從中分析受試者的操作次數、操作時間與行為模式，以找出專家與生手在不同難度關卡下的行為模式差異。
研究結果顯示，在不同難度的關卡下，專家與生手的操作次數都有顯著的差異，且專家的操作次數比生手少，而唯有在難度較高的單一解關卡下，專家與生手的操作時間才有顯著差異，專家能以較短的時間完成任務，但在本實驗自行設計的第六關，同樣是單一解題型，在操作時間上卻沒有顯著差異，且生手組比專家組較快完成任務，此與文獻研究有些微差異，從行為模式分析中去探討專家與生手的差異，並參考過去文獻對專家與生手在策略上的差異來對應本實驗結果，專家經常使用策略思考analogical（類推法），而生手則是經常使用策略思考trial and error（試誤法），本實驗之專家先備知識比生手多，也能較有系統性、有組織的統整知識，針對問題的特徵還找出最有用的解題方法，解決問題的效率也較佳，此表示本研究專家與生手的差異與研究文獻是相符合的。
主要研究結論為，專家與生手在五連方積木拼圖遊戲上存在著操作次數上的差異，以及在較高難度的關卡上會出現操作時間的差異，而在思考策略上也有很大的差異，希望未來能以本研究的結果來擴展對於空間訓練為主題之遊戲式學習課程設計，幫助改善遊戲教材之提示功能，以達到將生手更快訓練成為專家，並能更快提升空間能力。

The study explores the differences between expert and novice behavioral patterns in the digital Pentomino game. The 19 subjects were divided into 5 experts and 14 novices.
This study further expands on the literature of experts and novices of Pentomino players through the use of sequential analysis of student’s behaviors. This is done through recording every action of the player, from number of actions and type of action, to duration each action took. Using this data behavioral patterns were developed for analysis.
Results indicate experts taken significantly less actions during the high difficult task.
Experts took significantly less time in all tasks except the sixth task where there was only a single solution. Instead both had similar times. By analyzing behavioral patterns, it is found experts often worked analogically while novices worked through trial and error. Results are consistent with prior literature, experts were found to have prior knowledge of Pentomino tasks, worked more systematically, and were better at consolidating information to find the most efficient problem-solving method for the problem at hand.
In conclusion, there are differences between expert and novice behavior in Pentomino games, where experts had taken significantly less actions and less time to complete tasks due to their differences in strategy. Future studies may expand on using the results of this study to build upon teaching spatial awareness in game-based learning curriculums, as well as providing individualized prompts to help novices achieve expert levels faster, and improves their spatial abilities faster.

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