本研究旨在探討遊戲式學習中，自我解釋鷹架設計對於學生的視覺注意力分佈情形、視覺注意力轉移模式以及學生的遊戲式學習成效之影響。為瞭解有無自我解釋鷹架設計對於學生在視覺注意力分佈情形、視覺注意力轉移模式以及遊戲式學習成效中是否有顯著影響。本研究以便利取樣方式選取臺灣北部地區大專院校之20歲以上在學中的大學生及研究生共30名，進行光與影子的電腦遊戲實驗，並將學生隨機分派至有鷹架設計組及無鷹架設計組。本研究利用無母數分析、序列分析以及斯皮爾曼相關分析進行資料處理。研究結果發現有鷹架設計組學生可能因為得到鷹架輔助，似乎比較能夠掌握注意力的分配並連結重要的關鍵區塊，而注意鷹架訊息越多的學生，在遊戲任務中似乎能得到較佳的任務分數。本研究結果建議未來能夠結合不同的自我解釋鷹架設計、提供更多的遊戲提示，來進行更深入的研究，並提供相關研究人員數位遊戲式學習設計與研究建議。

This study aims to explore the instructional effects of self-explanation scaffolding on student’s visual attention distribution, visual attention transfer and their learning achievements in game-based learning environment through an eye-tracking experiment. Thirty university students participated in a digital game task which applied light and shadow concepts to solve problems. Participants were randomly assigned to either a self-explanation scaffolding group or a non-self-explanation scaffolding group. The study uses Mann-Whitney U analyses, lag sequence analyses and Spearman correlation analyses to examine the eye-tracking data in this study. The results revealed that students in the self-explanation scaffolding group seemed to be able to pay more attention on the key areas of information and control better on the transfers among areas. In addition, students seemed to be able to get higher scores in the game when paid more attention on the scaffoldings. Base on the above results, this study suggests future studies can further explore different types of self-explanation scaffoldings for game-based learning in order to provide more suggestions for game designers and educators.

蘇惠玉（2007）。以問題解決導向數位學習遊戲探究國小學生認知能力(未出版之碩士論文)。淡江大學，新北市。

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