本研究主要探究與比較「數位遊戲學習」與「習作練習」的學習環境下，大學生英語學習策略（learning strategy）、內在動機（intrinsic motivation）、自我效能（self-efficacy）、認知負荷（cognitive load）以及學習表現（academic performance）之差異。本研究之數位遊戲乃研究者利用Scratch所設計開發，本研究對象為某科技大學國企系三年級兩個班級共112名學生，由同一位老師教授國際商務英文課後，實驗組學生55人，進行「數位遊戲學習」，控制組學生57人，進行「習作練習」，最後進行國貿英文之測驗，以瞭解其學習表現。
本研究結果顯示：(1)數位遊戲學習相較於傳統習作練習，學習者英語學習策略無顯著差異。學習者經由數位遊戲學習後，其英語學習策略有顯著提升，而學習者經由傳統習作練習後，其英語學習策略則無顯著提升。(2)數位遊戲學習相較於傳統習作練習，數位遊戲學習者之內在動機顯著為佳。學習者經由數位遊戲學習後，其內在動機有顯著提升，而學習者經由傳統習作練習後，其內在動機則無顯著提升。(3)數位遊戲學習相較於傳統習作練習，數位遊戲學習者之自我效能顯著為佳。學習者經由數位遊戲學習後，其自我效能有顯著提升，而學習者經由傳統習作練習後，其自我效能則無顯著提升。(4)數位遊戲學習相較於傳統習作練習，學習者「認知負荷」並無顯著差異。(5)數位遊戲學習相較於傳統習作練習，數位遊戲學習者之學習表現顯著為佳。學習者經由數位遊戲學習後，其學習表現有顯著提升，而學習者經由傳統習作練習後，其學習表現則顯著降低。
最後，本研究根據研究結果進行討論，並對教師教學、系統設計與後續研究提出相關建議。

The study attempts to investigate the differences in English learning strategy, intrinsic motivation, self-efficacy, cognitive load, and academic performance between digital game-based learning and workbook exercise. The digital game was designed with Scratch by the researcher. There were 112 college students enrolling the course "international business English" from a vocational university participating in this study. These students were from two classes and taught by the same instructor. 55 students in the experimental group, which used "digital game-based learning", while 57 students in control group used "workbook exercise". Finally, all students were asked to take an examination in order to evaluate their performance.
The results indicated that (1)Although no difference was found in English learning strategies between digital game-based learning and traditional workbook exercise groups, students’ uses of learning strategies significantly increased with digital game-based learning group, while traditional workbook exercise group did not. (2) There was a significant difference in intrinsic motivation between digital game-based learning and traditional workbook exercise groups; students’ intrinsic motivation significantly increased with game-based learning group, while no significant difference was found in intrinsic motivation with traditional workbook exercise group. (3) There was a significant difference in self-efficacy between digital game-based learning and traditional workbook exercise groups; students’ self-efficacy significantly increased with game-based learning group, while no significant difference was found in self-efficacy with traditional workbook exercise group. (4) There was no significant difference in cognitive load between digital game-based learning and traditional workbook exercise groups. (5) There was a significant difference in academic performance between digital game-based learning and traditional workbook exercise groups; students’ academic performance significantly increased with game-based learning group, while a significant decrease was found in academic performance with traditional workbook exercise group.
Finally, implications and suggestions for teaching and future research were provided.

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