在本論文中，研究者提出一個結合知識表格心智工具之合作遊戲學習環境，以幫助學生分享及組織其在遊戲過程中獲得的知識。為了評估此學習模式對於學生的學習效益，本研究以小學自然科課程進行一個實驗，用以檢驗結合知識表格心智工具之合作遊戲學習模式是否可以提升學生的學習成就、團體自我效能、學習動機及學習策略；同時，本研究也評量學生的高層次思考表現．包括問題解決能力及批判思考意向。
由研究結果得以發現，結合知識表格心智工具之合作遊戲學習模式可以顯著提升學生的學習成就、批判思考意向、問題解決能力、團體自我效能、深層動機以及使用學習策略的能力。此外，透過學生的學習歷程與學習行為模式分析，本研究發現，相較於一般的合作遊戲學習模式，結合知識表格心智工具之合作遊戲學習模式，更能夠促使學生在學習過程中的產生觀察、分辨進而比較的行為；同時，也擁有較多搜尋線索以及獨立回答問題的表現。由這些結果意味著，建置合作遊戲學習環境並導入心智工具的機制，可以有效地幫助學生擁有更高的學習動機以組織所學之知識，進而培養其運用所學解決問題之能力。

In this dissertation, a collaborative game-based learning environment is developed by integrating a grid-based Mindtool to facilitate students to share and organize what they have learned during the game-playing process. To evaluate the effectiveness of the proposed approach, an experiment has been conducted in an elementary school natural science course to examine the students’ performance in terms of their learning achievement, group self-efficacy, learning motivation and learning strategies. In the meantime, the students’ higher order thinking, including critical thinking and problem-solving competences were evaluated as well.
From the experimental results, it was found that the grid-based Mindtool and collaborative gaming approach significantly improved the students’ performances of critical thinking, problem-solving as well as their learning achievement, group self-efficacy, deep motive and learning strategy. Moreover, from the analysis of the students’ behavior sequences, it was found that the students who learned with the grid-based Mindtool during the collaborative gaming process revealed significant behavioral patterns in comparing and observing the learning targets as well as seeking clues and answers on their own. This implies that integrating Mindtools into the development of collaborative educational games has great potential in helping students’ effectively learn and organize knowledge with high motives as well as fostering their ability of applying what they have learned to dealing the problems.

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