本研究主要目的為探究角色扮演遊戲對台灣國中資源班與普通班學生國文學習與其國文成績的影響。本研究採方便取樣，自學校抽取資源班與普通班學生，共72位學生參與研究。本研究主要包含兩項目標，其一為角色扮演遊戲能否提升資源班與普通班學生之國文成績，其二為了解角色扮演遊戲對於資源班與普通班學生之國文學習概念、方法和自我效能之影響。受試學生分成兩組：資源班學生作為實驗組有34位，普通班學生作為控制組有38位，皆使用角色扮演遊戲進行實驗活動，研究結果顯示：(一)使用角色扮演遊戲可提升普通班學生之國文學習成績；無法提升資源班學生之國文學習成績。(二)角色扮演遊戲使資源班學生提升國文學習概念之考試、理解、增加知識、閱讀與寫作；無法提升普通班學生之國文學習概念。(三)角色扮演遊戲使資源班學生提升國文學習方法之深層與淺層策略；無法提升普通班學生之國文學習方法。(四)角色扮演遊戲可提升資源班及普通班學生之國文自我效能。(五)資源班與普通班在學習成績後測上有顯著差異，且普通班顯著優於資源班。(六)資源班與普通班在學習概念的考試後測上有顯著差異，且資源班顯著優於普通班。(七)資源班與普通班在學習方法的表層策略後測上有顯著差異，且資源班顯著優於普通班。(八)資源班與普通班在自我效能後測上沒有顯著差異。(九)透過質性問卷分析，使用角色扮演遊戲能提升學生對國文學習的正面評價。
本研究提出之角色扮演遊戲整合了數位科技與國文學科教材，可供教師進行教學時使用，研究結果與建議亦可作為教育研究者後續研究之參考。

This study aims to investigate and compare the effects of a role-play game (RPG) on Chinese learning and learning performance between middle school students with special needs and from regular classes. The convenience sampling was used for this study. The participants were seventy-two middle school students, and they were divided into two groups. The experimental group included thirty-four students with special needs, and the control group included thirty-eight students from regular classes. Both groups use the same specially developed RPG in the experiments. Two main objectives of this study were: (a) To investigate whether the role-play game can increase Chinese learning performance. (b) To investigate the effects of the RPG on students’ conceptions of learning, learning approaches, and academic self-efficacy. The main findings were as follows: (1) RPG could improve the Chinese learning performance of the students from regular classes, but RPG did not improve the Chinese learning performance of the students with special needs. (2) For the students with special needs, RPG enhanced their Chinese conceptions of learning (Learning is testing, understanding, knowledge increasing, and reading and writing). However, RPG did not enhance students’ Chinese conceptions of learning for those from regular classes. (3) For the students with special needs, RPG increased the usage of Chinese learning approaches, including surface strategy and deep strategy. However, RPG had no benefit on learning approaches for the students from regular classes. (4) RPG improved students’ learning self-efficacy from both groups. (5) There was a significant difference on learning performance between students with special needs and from regular classes. The students from regular classes were better than the students with special needs. (6) There was a significant difference found for the posttest scores on testing (as a type of learning concept) and the students with special needs were better than the students from regular classes. (7) There was a significant difference found for the posttest scores of surface strategy used for the two groups, and the students with special needs were better than the students from regular classes. (8) There was no significant difference found for the posttest scores of students’ academic self-efficacy between the two groups. (9) From the analysis of the qualitative questionnaires, both groups showed positive feedbacks towards learning Chinese via RPG. Finally, it is believed that the specially developed RPG for Chinese learning in this study could be a great teaching aid for the teachers. Based on the findings, this study also provided with some suggestions and recommendations for school administrations and future researches.

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