本研究打破過往學生課堂上聽講、下課後自行做練習活動之型式，而是整合資訊科技及教學策略新概念，讓學生悅趣式學習立體幾何。實驗分成三組來比較，一組為傳統教學，一組學生以Tablet PC及Cabri3D為工具，老師設計創新的學習活動，在課堂上提出問題，觸發學生的創意，引導學生成為學習的主要角色，而後學生學習、整合知識，最後使用電子白板發表作品。另一組學生以遊戲學習為基礎，電子遊戲注入電腦技術及社會文化學來完成學習目標。我們開發出一個遊戲，是數學問題明確的，學生在發現式學習的環境中，可提高空間知覺和可視化能力，幫助學生建構自己的知識。本研究的核心概念經由共享創新和專業技術來作一個整體的發展，這包括認知的諮詢、課程整合、解決方案架構、管理、合作學習，通過嵌入解決方案，並提供高效率的技術參與。本研究除了探討學習成效，還透過觀察、訪談與問卷，來瞭解悅趣式科技對學生學習之影響。學生的學習動機與學習成效經實驗證實有顯著性提升，學生幾何關係的知識可以直覺式發展，並且可以用來解決各種真實世界的問題。結論還包括課程要素的設計和有效的內部整合方法。

This study unveiled our plans to revolutionize the students’ spatial conception development through the challenge and support of a joyful learning. This study divided students into three groups: one group learn in the traditional classroom; another group uses the Tablet PC and Cabri3D, teacher design innovative teaching method with a high level of technology integration to suit the student’s learning requirements in the solid geometry curriculum. The other group relied upon game-based learning, sociocultural theory as ways to infuse the computer technology to the learning objectives in the solid geometry curriculum. This study develops a clear, mathematical problem solving in a discovery-learning context, improve spatial perception and visualization skills, and help students construct knowledge for themselves. The core concept of this study is the development of the profession as a whole and through sharing innovation and expertise. This encompasses cognitive consultancy, curriculum integration, architecture of solutions, cooperative learning management, embedding the solution and delivering through efficient technology involvement. By way of observation, interview and questionnaire, this study explores the learning effectiveness, and discussing the influences of joyful technology. Results showed that students’ learning motivation and effectiveness went higher. The student’s knowledge of geometric relationships is developed inductively, and that can be used to solve a variety of real-world. The conclusion therefore covers design and effective integration within curricular elements.

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