數位遊戲式學習對於提升學習成效、學習動機的助益，已於國內外諸多的研究中被證實。而透過概念圖的輔助，教師為學生搭建學習的鷹架，讓學生在數位遊戲式學習中可以更有方向，並建立知識的連結。本研究提出「空間架構概念圖」結合數位遊戲式學習的學習策略，協助學生在區域地理中的學習，藉此提高學生的學習表現。
為瞭解此教學模式之成效，本研究開發一套區域地理的數位遊戲式學習系統，並採用準實驗設計，針對國中七年級地理科課程進行實驗，分為三組：實驗組A採用結合「空間架構概念圖」的數位遊戲式學習，實驗組B採用結合「一般概念圖」的數位遊戲式學習，而控制組則採用「一般數位遊戲式學習」。
研究結果顯示，使用空間架構概念圖結合數位遊戲式學習和使用一般概念圖結合數位遊戲式學習的學生，在學習成效表現顯著優於一般數位遊戲式學習的學生，代表結合不同形式概念圖的數位遊戲式學習皆能提升學生的學習成效。而學習動機方面，三組學生並無顯著差異，顯示使用概念圖不會提升學生的學習動機。為了更進一步瞭解使用不同形式概念圖結合數位遊戲式學習的學生學習行為差異，本研究進一步分析學生在遊戲過程中的行為序列，由分析結果發現，實驗組的學生透過概念圖的指引，會觸發更多的學習行為。而使用空間架構概念圖結合數位遊戲式學習的學生，在遊戲中的學習行為會更具目的性的去尋找資料，並將區域地理中的因果關係進行連結，有更多自主學習的行為出現。
最後，本研究透過訪談，瞭解學生在遊戲過程中的想法及感受，探討學生在使用不同策略概念圖結合數位遊戲式學習的過程中，影響學習成效和學習行為的可能原因，以提供未來研究方向。

The benefits of digital game-based learning have been confirmed in many studies. With concept maps, teachers can give students more direction and connection of knowledge in digital game-based learning. This study proposed a "spatial architecture concept map" combined with a digital game-based learning to assist students in learning of regional
geography, thereby improving students' learning performance.
The study developed a regional geographic digital game-based learning system and adopted a quasi-experimental design to conduct experiments on the seventh grade. The experimental group A used the "spatial architecture concept map" in digital game-based learning, the experimental group B used a "general concept map" in digital game-based
learning, while the control group used only digital game-based learning.
The results showed that students who used spatial architecture concept maps and general concept maps had significantly better learning effectiveness than traditional digital game-based learning, representing the combination of different forms of concept maps in the digital game-based learning can improve students' learning effectiveness. In terms of learning motivation, there was no significant difference between the three groups of students. In order to understand the differences in learning behavior, this study analyzed the behavior of students during the game . From the analysis results, it is found that the students in the experimental group through the concept maps triggered more learning behavior. For students who used spatial architecture concept maps combined, the learning behavior in the game was more purposeful and connected the causality in the regional geography.
　　At the end, this study interviewed students’ thoughts and feelings during the class, and explores the possible reasons for students’ learning effectiveness and behavior in different
concept maps to provide future research directions.

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