建築設計教育的目標在於鼓勵學生們創意性的思考、知識的整合與自我設計價值觀的建立。在設計工作室中，學生們的設計構想需要與其他人溝通、協商，才能在學習的過程中形成個人的設計知識。而這種將一些分散的、互補的知識片段累積並且重新組合的過程，就是所謂合作式設計的學習方式，其成功的主要關鍵即在於知識的分享與資源的交換。本論文中首先以文獻探討，回顧建築設計工作室、合作式設計學習、遊戲教學工具以及知識市場的相關資訊。第二、根據遊戲模型理論，討論適用於建築設計工作室的遊戲特性。第三、提出一個「知識交易遊戲」作為知識交易的刺激機制。第四、在建築設計工作室中執行一個教學實驗，用以探究此遊戲的效能。第五、以原案分析作為本研究方法，針對12位實驗參與者的設計知識商品加以解碼。最後，實驗的成果顯示：學生之間有著頻繁的互動產生，但是設計知識的再利用與循環效果不明顯。在「知識交易遊戲」中，需要設計知識的學生能夠獲得適當的設計資源（知識商品），進而達成他們的設計目標，並且能夠評估此知識的品質與可信度。另一方面，提供知識的同學也能夠因此獲利（虛擬價值或遊戲分數），並且願意分享並交換他們的設計知識與資源。遊戲對於學習成果的影響不大，但是遊戲可以幫助學生們快速的達成個別的設計目標、鼓勵他們貢獻自己的設計知識，並且提升學生們實踐合作式設計學習的意願。

The aims of architectural design education consist into encouraging students’ creative thinking, knowledge integrating and self design-values building. In a design studio, students’ design ideas need to communicate or negotiate with other peers, and then individual design knowledge can be formed during the learning. The process accumulating and recombining the dispersed and complementary pieces of knowledge is a kind of collaborative design learning; and its successful key is knowledge-sharing and resource exchange. First of all, we do the literature review to understand the traditional architectural design studio, collaborative design learning, instructional game tool and knowledge market. Secondly, we apply a game model to discuss the suitable characteristics of game of architectural design studio. Thirdly, we devised a “Knowledge Trading Game” as an incentive mechanism of knowledge trading. Fourthly, a pedagogical experiment is done to study the effect of the proposed game in an architectural design studio. Fifthly, protocol analysis is adapted as the research methodology to encode the design knowledge goods of 12 experimental participants. Finally, the result of experiment reveals the significant interactions between the design knowledge of students. But it is not obvious about the reuse and circulation of design knowledge. In Knowledge Trading Game, those students who demand design knowledge can obtain appropriate design sources (knowledge goods), achieve their design goals, and are able to assess the quality and reliability of obtained design knowledge; those students who provide design knowledge can also get profits (virtual value or game score), and are willing to share and exchange their design knowledge sources. The game does not influence students’ learning achievement, but it can help students quickly to reach their own design goals, encourage students to contribute design knowledge, and improve students to practice the collaborative design learning.

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