本研究以質化與量化資料兼備之混合設計，探討專家與生手在數位五連方積木拼圖遊戲的滯後序列行為空間模式，瞭解兩者的行為模式差異，以促進生手育成專家。研究對象為未曾參與過五連方積木空間能力相關活動的47位國小四、五年級學童，依其在遊戲關卡的解題情形區分為專家與生手兩組，以獨立樣本t檢定考驗兩組的空間能力測驗分數及各關卡的各解平均操作次數，確認專家與生手的分組有效性後，繼之以滯後序列分析兩組解題時的行為歷程。
有效的分組結果顯示，專家組在空間能力測驗的表現都顯著地優於生手組，且在各關的各解平均操作次數皆少於生手組，唯僅在困難關卡之第四、六關有達組間顯著性差異。專家與生手的序列行為模式分析結果顯示，專家在操作上比起生手更具系統性，能得知生手無法意識到的解題線索，且會反覆對任務重新評估與確認，自我要求較高。
綜合本研究的質化、量化資料顯示，專家與生手僅在困難任務中才有顯著差異，簡單任務則否。若要運用本研究結果促進生手育成專家，一方面需培養生手習得像專家一樣的系統性思維和自我效能，一方面要有設計良好的循序漸進教材，以掌握工作任務中的基本要素與內涵，增進反覆監控歷程與評估解決方案的能力。

Integrating qualitative and quantitative data, the study explored and differentiated the spatial behavior patterns between experts and novices with lag sequential analysis in Digital Pentomino Game with the expectation to find ways to cultivate novices into experts. There were 47 participants of primary grades 4 and 5 who had never had experiences in similar games or activities of Pentomino. They were assigned into groups of experts and novices according to the number of solutions they came up with each game task. After the effectiveness of grouping was confirmed by statistical comparisons of their spatial test scores and the average number of operations in solving the game tasks, the lag sequential behavior patterns between experts and novices was followed.
The statistical results show that the grouping was effective in distinguishing experts and novices in that experts’ spatial test scores were significantly higher than those of novices, and experts’ average numbers of operations were less than those of novices in all the game tasks; however, significant differences were found only in the fourth and sixth (difficult) tasks. The sequential behavior analyses show that, in contrast to novices, experts were more systematic in performance operations, they can find clues to solutions, and they are better at re-evaluating and confirming their procedural performances repeatedly.
In conclusion of the major results, it is suggested that (1) novices are to improve systematic thinking and self-effectiveness to monitor procedural performances and evaluate solutions like the experts, and (2) instructional training materials should be well organized to help novices grasp important task elements and contents so that their ability of repeated monitor and evaluation can be enhanced.

中文部分
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