在傳統的學習模式中，學生大多是被動的接受知識，因此在學習動機方面往往較為欠缺。近年來，由於電腦與多媒體科技的發展，許多學者嘗試將電腦科技運用在教學中，希望增加學生的學習動機。在諸多的電腦應用中，遊戲一直廣受大眾喜愛。學者認為，將電腦遊戲與教學內容結合，將有助於改善學習者的學習動機及成效。同時，相關研究也指出，傳統教學是以教師為中心的知識傳授，學生常常缺乏自主學習及解決問題的能力。因此，本研究探討數位式遊戲學習，是否可以提升學習者的學習動機、問題解決能力及學習成效。實驗對象為該台北市一所小學四年級四個班的學生；兩個班級為實驗組，兩個班級為控制組。實驗組使用數位式遊戲模式呈現之健康教育課程教材，而控制組使用一般電子書模式的教材。實驗結果發現，數位式遊戲相較於互動式電子書的學習模式，較能提升學生的學習動機，且更能使學生進入心流狀態。然而，兩種學習模式對於學生之問題解決能力與學習成就的提升並沒有顯著差異。

In traditional instructions, students usually learn in a passive manner, and hence their learning motivations could be insufficient. Due to the advancement of computer and digital technology, some researchers have attempted to improve students’ learning motivation with these technologies. Among various computer applications, digital games is a popular one that has great potential in improving students’ learning motivation via integrating learning content into gaming scenarios. Moreover, several studies have showed that, in traditional instruction, students seldom have opportunities to experience self-direct learning and problem-solving process. Therefore, in this study, a digital game-based learning approach was proposed and an experiment was conducted to investigate the effects of the approach on students’ learning achievement, learning motivation, and problem-solving ability. The participants included 4 fourth-grade classes in an elementary school in Taipei. Two classes were the experimental group and the other two as the control group. The students in the experimental group learned with the game-based learning for a health course, while the control group students learned with the conventional e-book for same learning content. From the experimental results, it was found that the digital game-based learning approach improved the students’ learning motivation and flow experience more than the conventional e-book. However, there is no significant difference between the two groups’ problem-solving ability and learning achievement.

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