本研究旨在開發遊戲式學習教學信念量表，作為評估教師遊戲式教學信念與教學意願看法之工具，並探究數位遊戲式教學信念與遊戲科技內容教學知識兩者之間的關係，瞭解臺灣中小學教師對數位遊戲融入教學的看法，進一步探討教師是否具備足夠數位遊戲式教學相關知識與素養。研究樣本為384位臺灣中小學教師，其中國小教師206人，國中教師178人。本研究採用探索性因素分析、驗證性因素分析、結構方程模式分析、t檢定分析、單因子變異數分析與路徑分析進行資料分析，結果顯示遊戲知識與遊戲教學知識是影響教師遊戲內容教學知識之關鍵因素，遊戲內容知識對於遊戲內容教學知識則無顯著影響；若要提升教師的遊戲式教學態度與遊戲式教學動機能從強化教師遊戲內容教學知識與遊戲式教學信念兩方面著手。另外，分析在不同背景變項間的差異發現有些許數位落差的情形存在：相較於國中教師，國小教師明顯累積較豐富的遊戲式教學經驗，也具備比較高的信念、動機與遊戲教學知識；男性教師比女性教師具備較多遊戲知識；年輕教師則累積較豐富的遊戲知識、遊戲內容知識與遊戲內容教學知識；教學年資方面，新手教師具備較高的遊戲知識、遊戲內容知識與遊戲內容教學知識。建議未來研究除了提供中學教師更多遊戲式教學資源外，亦能透過質性研究深度剖析教師對數位遊戲式教學的想法，或從社會文化層面切入，瞭解影響教師結合數位遊戲於教學的其他因素。

The purpose of this study was to investigate the relationships between teachers’ game-based teaching belief and their game-based pedagogical content knowledge. The participants included 384 elementary and middle school teachers in Taiwan (206 elementary school teachers and 178 middle school teachers). This study used Game-based Teaching Belief Scale (GTBS) (Chang & Tsai, 2014) and Technological Pedagogies Content Knowledge-Game (TPACK-G) (Hsu, Liang, Chai & Tsai, 2013) to evaluate teachers’ belief and knowledge about game-based learning. Exploratory factor analyse, confirmatory factor analyse, structural equation modeling, independent t-tests, one way ANOVA and path analyse were used to analyze the data. The results indicated that game knowledge (GK) and game-based pedagogical knowledge (GPK) were key factors which predicted game-based pedagogical content knowledge (GPCK). GPCK significantly predicted teachers’ game-based teaching attitudes and motivation moderated by their beliefs of game-based teaching. This suggests that enhancing teachers’ GPCK may improve teachers’ game-based teaching belief, attitude and motivation. Besides, this study also found some individual differences in background variables: the elementary school teachers had stronger belief and motivation in using digital game-based teaching methods than did the middle school teachers; the male teachers had more game knowledge than the female teachers; the younger teachers and junior teachers had more game knowledge, game content knowledge and game pedagogical content knowledge than elder and senior teachers. Several suggestions for future studies were made in this study.

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