本研究旨在探討將幻境與幻境中真實度的設計融入數學遊戲，對國小四年級學生的坐標學習，以及他們的活動認知負荷與動機所造成的影響。
研究採用實驗研究法，對象為宜蘭市某國小四年級學生101人，研究者將實驗對象區集後隨機分派到無幻境、高真實幻境與低真實幻境三組，實驗的自變項為幻境（有或無）與真實度（高或低），依變項為學習成效以及認知負荷與動機。
經統計檢測後，本研究之結果如下：
（一）遊戲中幻境之有或無，以及畫面高或低真實度的設計，對學生的學習成效不會造成顯著差異。
（二）遊戲中無幻境的設計，會讓學生的困難度感受與花費心力顯著高於有幻境的設計；但有或無幻境的設計，不影響學生對活動意願、信心指數與投入努力的感受。另外，畫面低真實度的設計，會讓學生感受到須花費的心力顯著高於高真實度的設計；而高或低真實度的設計，不影響學生對活動意願、困難度感受、信心指數與投入努力的感受。
研究者依據本研究之結果，對如何改善本研究之設計，如何將幻境與真實度融入數學遊戲教材，以及未來研究可進行之相關主題，提供具體的建議。

The purpose of this study was to examine the effect of using fantasy and realism in a mathematical game on students’ learning of coordinate systems as well as their cognitive load and motivation. A total of 101 fourth graders from a public school in Yilan city participated in the experiment. The students were put in blocks of three based on their math ability and randomly assigned to one of the three treatment groups that included no-fantasy, fantasy with high realism, and fantasy with low realism. The dependent variables of the experiment were fantasy (i.e., yes or no) and realism (i.e., high or low), while the independent variables were posttest as well as cognitive load and motivation.
The results of the study were summarized as follows:
1. Playing the game with or without fantasy would not affect students’ posttest scores. In addition, playing the game with high or low realistic graphics would not affect students’ posttest scores either.
2. Playing the no-fantasy version of the game led to higher level of perceived game difficulty and perceived effort needed to solve game problems. Playing the game with or without fantasy would not affect: (a) willingness to continue the task, (b) confidence level in solving game problems, and (c) effort devoted to the game. Playing the game with low realistic graphics led to higher level of perceived effort needed to solve game problems. Playing the game with high or low realistic graphics, however, would not affect the other four dimensions of students’ cognitive load and motivation.
Recommendations regarding ways to improve the design of this study as well as ways to use fantasy and realism in mathematical games were given. Future research directions were also proposed.

謝誌...........................I
摘要..........................II
Abstract....................III
目次...........................V
表目次.......................VII
圖目次........................IX
第一章 緒論.....................1
第一節 研究背景與動機.............1
第二節 研究目的與問題.............2
第三節 研究的重要意義.............3
第四節 研究範圍與限制.............3
第五節 名詞釋義..................4
第二章 文獻探討..................7
第一節 遊戲的定義與類型............7
第二節 數學遊戲...................8
第三節 遊戲的幻境要素與相關研究......9
第四節 真實度與相關研究...........14
第五節 認知負荷理論..............20
第三章 研究方法.................25
第一節 研究對象.................25
第二節 研究設計.................25
第三節 研究工具.................36
第四節 研究步驟.................36
第五節 資料分析.................37
第四章 結果分析.................39
第一節 實驗對象基本資料分析.......39
第二節 學習成效檢測結果..........39
第三節 認知負荷與動機檢測結果......41
第五章 結論與建議................49
第一節 研究結果摘要..............49
第二節 研究結果討論..............50
第三節 研究建議.................52
第四節 未來研究方向建議...........53
參考文獻.......................55
附錄..........................63

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