隨著數位科技發展的進步，過去已有許多學者嘗試將數位遊戲及線上合作學習應用於學習活動中，以增進學生的學習動機及成效。然而，自然科的概念多半較為複雜與抽象，除了導入遊戲來提昇動機之外，更需要協助學生建構科學知識。因此，本研究提出一個基於表格式心智工具的合作學習模式，並透過準實驗設計，瞭解此模式對學生在自然科學習成效與感受的影響。本研究的實驗對象為臺灣北部一所國中八年級兩個班的學生，分別為實驗組與控制組，實驗組29人，控制組26人；學習內容為八年級自然與生活科技「認識元素」單元。實驗組在數位遊戲進行過程中，透過合作表格式心智工具來完成線上學習任務；控制組在數位遊戲進行過程中，以小組合作方式完成線上學習任務。本研究使用共變數分析 (ANCOVA)來檢定兩組學習者在教學活動前後群體自我效能及學習成效的變化，研究結果發現實驗組認知負荷較高，群體自我效能較低，且兩組學生自然科學習成效無顯著差異。針對結果與預期的不同，本研究進行了分析與討論。

Researchers have pointed out the potential of educational computer games in improving students’ learning performances and learning perceptions. In this study, a collaborative game-based learning approach with a grid-based Mindtool is developed. To evaluate the effectiveness of this approach, an experiment has been conducted in a junior high school science course. The participants were two classes of eighth graders. One class with 29 students was assigned to be the experimental group, while another class with 25 students was the control group. The learning content is “knowing the elements” unit of the natural science course. The experimental results revealed that this approach increased the students’ cognitive load and decreased their group efficacy; moreover, the learning achievements of the two groups were not significantly different. Based on these findings, in-depth discussion was conducted.

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