本研究旨在探究遊戲式學習中親子互動行為模式與其合作解題之行為模式。參與者為10對親子，兒童平均年齡10.4歲，家長平均年齡45.4歲。遊戲進行中的親子互動行為以及親子在遊戲中執行的所有動作，分別以數位攝影機、電腦螢幕錄影、以及遊戲日誌文件進行記錄，研究者分別對錄影以及遊戲日誌的資料進行量化內容分析和序列分析，並且根據遊戲結果將10對親子分成遊戲成功組和遊戲失敗組，進一步將兩組之親子互動與合作問題解決行為模式進行比較與討論。研究結果發現，根據量化分析的結果，在親子互動的行為表現上，遊戲成功組之家長展現較多的觀察與教導相關行為，遊戲失敗組之家長則以觀察以及親子間的回應為主要行為；在合作問題解決的行為表現上，成功組與失敗組都以探索為主，而成功組的親子在第二次進行遊戲時，相較於失敗組能夠更精確且更有效率的進行問題解決。進一步透過序列分析結果之比較，發現無論是遊戲成功組或遊戲失敗組都有共同的親子互動與問題解決之行為序列，而兩組的差異則顯示，遊戲成功組的家長表現較多的指引與介入，而遊戲失敗組則由兒童主導進行遊戲，對照兩組親子在遊戲中問題解決的行為模式，成功組在分析與執行的行為上呈現更多的連結並能順利過關，而失敗組則較缺乏分析與執行行為的連結而可能無法順利過關。根據研究結果，本研究指出家長與學齡兒童共玩遊戲時提供引導的重要性，並於文末說明本研究的限制以及對未來研究的建議。

This study is aimed to explore parent-child interaction and their collaborative problem-solving behaviors in a game-based learning activity. The participants were 10 parent-child dyads. The children were 10.4 years old in average and the parents were 45.4 years old. Parent-child interaction behaviors and discourses during gameplay were recorded by both digital video recorders and screen recording software. Their actions in the game were also kept in the log file and saved in the computer. To explore the patterns of parent-child interactions and their problem-solving behaviors, a quantitative content analysis and a lag sequential analysis were conducted. The parent-child interaction and their collaborative problem-solving behaviors of game the success group and game the fail group were compared and discussed. According to the results of quantitative content analysis, the parents of the success group showed more observation and teaching behaviors, and the parents of the fail group mainly observed and gave feedbacks to their children. For their collaborative problem-solving behaviors, exploration was the major behavior presented by both the success group and the fail group. During the second round of gameplay, the players in the success group could solve game tasks more precisely and efficiently than the fail group. By conducting a sequence analysis, the parent-child interaction and collaborative problem-solving behavior patterns of the success group and the fail group were further compared and discussed. General patterns of parent-child interaction and their problem-solving behaviors were identified in both groups. Differences were also found in both parent-child interaction and problem-solving behaviors between two groups. The parents of the success group played their major roles in observing and guiding while the children of the fail group dominated the gameplay. For problem-solving behavioral pattern, the success group demonstrated a more sophisticated problem-solving behavioral pattern than the fail group did. In the success group, more behavioral transitions were found between analysis and implementation behaviors that might lead to the success of the game tasks. Based on the results of the study, the importance of parental guidance in parent-child collaborative gameplay was stressed. The limitations of this study were stated and suggestions for future study were provided.

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