幼兒分類概念發展的重要性已受到國內外研究者的認同，但是至目前為止大多數的研究集中在分類概念的發展階段或是分類依據的研究，對於促進分類概念發展的相關研究則十分少見。
有鑑於幼兒分類能力發展的重要，以及促進分類概念的教學策略和材料十分有限，本研究針對目前在分類能力發展研究的相關發現，設計適用於幼兒的分類遊戲教材，結合多媒體的聲光效果及使用者互動的特性，作為幼兒教材的適當媒介，並且實徵探討多媒體遊戲教材對促進兒童的分類概念發展效果。
本研究共邀請六十位四歲及五歲幼稚園幼兒參與，以隨機分派方式區分為三個組別，並做前測實驗來確認幼童的分類能力，之後再依組別進行實驗處理，並於實驗處理後施行後測來瞭解幼童的分類能力變化。
實驗結果發現：一、多數四歲和五歲的幼兒，在分類時會受知覺明顯性及互補類別概念的影響。二、在物品分類上，多數幼兒不具階屬類別的概念，但已有基層類別的概念。三、使用本研究所開發的多媒體遊戲教材，在階層分類概念以及互補與類別觀念的澄清上，相較未使用者有顯著的進步。四、不同的多媒體遊戲教材使用，對幼兒在階層分類能力及互補與類別觀念澄清效果上，有顯著的差異存在。

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