近年來，數位遊戲式學習（digital game-based learning, DGBL）已逐漸受到數位學習（e-Learning）的重視，但目前有關數位遊戲式學習的成效仍充滿不確定性。為了深入探討遊戲式學習的成效，本研究共分成兩個實驗來進行。首先，分別建置一個線上遊戲式學習及傳統的網頁式學習環境，來教導國小學生學習有關省電與節能的知識，並運用記憶類型的知識獲取測驗，及新舊觀點的學習遷移評量方法，以準實驗研究去探討遊戲式學習與網頁式學習在知識獲取與學習遷移表現上的差異，並分析學習者的行為表現，進而初步發掘遊戲式學習的優劣之處。之後，再根據初探實驗的研究發現，透過質性的個案研究，藉由實地的觀察與訪談，去分析初探實驗所發現遊戲式學習促進新觀點學習遷移之原因，及探討初探實驗中遊戲式學習者在知識測驗與學習行為表現不佳的原因，以更詳盡地確認遊戲式學習的成效。
綜合兩個實驗的研究成果，本研究獲致四項重要的結論：（1）本研究依相關理論建置一個適合國小學生學習省電與節能等相關知識的線上遊戲式學習環境；（2）本研究所設計的線上遊戲式學習環境比傳統的網頁式學習更有助於知識獲取與進行新觀點的學習遷移；（3）遊戲式學習者的知識獲取程度較好，是遊戲式學習比網頁式學習更有助於新觀點遠遷移表現的主要原因，而遊戲式學習者的知識獲取程度、學習能力、及學習動機則是影響新觀點遠遷移表現的關鍵因素；（4）遊戲式學習行為、學習動機、及學習能力等因素，直接或間接影響遊戲式學習的成效，而遊戲的挑戰、遊戲經驗、動機、及學習能力等是影響遊戲式學習行為的重要因素。此外，本研究也根據研究的成果與實務經驗，提出數點有關遊戲式學習環境設計的參考建議，及未來可供進一步研究的方向。

Digital game-based learning (DGBL) is increasingly to be paid more attention by e-learning community. However, the effectiveness of DGBL seems to be uncertain. For discovering the effectiveness of DGBL in depth, this study was carried out by two experiments. First, the study developed two e-learning environments, an online game-based learning and a traditional web-page learning, to facilitate students learning about saving electricity and energy. Then a quasi-experiment was conducted to compare learners’ performance of knowledge acquisition and problem solving transfer in both learning environments by using knowledge test of memory and transfer test of new or traditional view. Also, the analysis of learners’ behaviors was conducted in order to discover the preliminary pontential of online game-based learning. According to the findings of first experiment a case study was conducted afterward to discover the reason why game-based learning can facilitate new view of problem solving transfer but knowledge test and learning behaviors by observations and interviews.
Based on the results of the two experiments, the conclusions of this study were as follows:
1.The study developed an online game-based learning environment suited to facilitate elementary school students learning about saving electricity and energy according to the theorys of game-based learning.
2.Learners adopted online game-based learning revealed better knowledge acquisition and new view of problem solving transfer ability than those adopted traditional web-page learning.
3.The more extent of knowledge acquired by learners with online game-based learning was the reason why game-based learning can facilitate new view of problem solving transfer. Also, the extent of knowledge acquisition, learning ability, and learning motivation were the key factors affected the performance of the new view of far transfer.
4.The game-based learning behaviors, learning movitation, and learning ability affected the effectiveness of game-based learning directly or indirectly. Also, the game challenges, game experience, motivation, and learning ability were the key factors affected the game-based learning behaviors.
Besides, this study also proposed some suggestions about how designing DGBL and future research according to the research results and practical experience.

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