資訊科技融入教學是學習新趨勢，尤其是數位遊戲式學習，把枯燥艱澀知識內容以遊戲方式呈現，讓學習者能得到即時反饋，建立學習脈絡，提高學習者的學習動機和學習成效。然而過往研究是以訪談、問卷等方式理解學習者在遊戲中的認知歷程，容易受到主觀意識或記憶偏誤影響結果，缺乏客觀工具紀錄學習認知行為，因此加入眼動儀偵測學習者觀看歷程，輔以訪談解說，能更清楚了解學習者的認知歷程與策略。
本研究旨在以數位卡牌遊戲輔助借景抒情文寫作，藉由數位卡牌遊戲的判斷、組織及寫作三個版本，結合判斷主題、理解結構及編排挑戰，並以眼動儀蒐集眼動凝視數據及熱像圖，理解學習者的認知歷程與注意力分佈，進一步評估高低成就者的組織策略差異。研究問題為：(1)高低成就者於數位卡牌遊戲閱讀注意焦點有何差異；(2)高低成就者於數位卡牌遊戲組織策略有何差異。研究分為前導實驗和正式實驗，研究對象分別為前導實驗40位大專生和正式實驗30位新北市某所國中學生作為施測對象，參與45分鐘的數位卡牌遊戲實驗，在整個過程中由眼動儀收集眼動資料，再由SPSS和序列分析探討高低成就者認知歷程及組織策略差異。
研究成果顯示，(1)高低成就者注意焦點有顯著差異，高成就者在編排文章時注意焦點在前後文之間的關聯，以及其對應關鍵字。低成就者在編排文章時注意焦點在文章中關鍵字。(2)高低成就者組織策略有顯著差異，高成就者在組織文章時其序列分析注重在符合主題的景物特點描寫，低成就者在組織文章其序列分析，注重在主題情感共鳴文字撰寫。

The integration of information technology into teaching is a new trend in learning, especially digital game-based learning. The learning content, which might be difficult and boring, is presented in the form of games so that learners can get instant feedback, establish a learning context, and improve learners learning motivation and learning effectiveness. However, previous studies have used interviews, questionnaires, and other methods to understand the cognitive process of learners in games, which are easily affected by subjective consciousness or memory bias, and a lack of objective tools to record learning cognitive behaviors. As eye trackers can be used to detect learners' viewing process, supplemented by interviews and explanations, can understand the cognitive process and learners’ strategies more clearly.
To evaluate the cognitive process of high and low achievers and the influence of the learning of digital games, this study aims to use digital card games to assist in the writing of lyrical essays based on scenes. Users have to distinguish the themes, understand the structure and challenges of arrangements. Simultaneously, eye gaze data and thermal images are collected with eye-trackers to reveal the cognitive process and attention distribution of learners, and further discuss the differences in organizational strategies of high and low achievers. The research questions are as follows: (1) What are the differences in the reading focus between high and low achievers in digital card games; (2) What are the differences in organizational strategies between high and low achievers in digital card games. The research is divided into a pilot experiment and a formal experiment. The research objects are respectively 40 college students and 30 middle school students in New Taipei. They all participated in a 45-minute digital card game experiment. During the whole process, eye movement data were collected by an eye tracker. Further analysis of SPSS and sequence analysis are to explore the cognitive process and organizational differences between high and low achievers.
The research results show that (1) there are significant differences in the focus of attention between high and low achievers. High achievers pay attention to the relationship between the context and the corresponding keywords when arranging articles. Low achievers only pay attention to the keywords in the article when arranging the article. (2) There are significant differences in the organizational strategies of high and low achievers. For high achievers, when organizing articles, their eye movement sequence show that they focus on the description of scene characteristics that fit the theme, while low achievers organize article sequence analysis and focus on writing texts that resonate with the theme.

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