近年來體感互動遊戲（Gesture interactive game）應用於教學上日增月異。體感互動遊戲可以提供良好的虛擬情境學習、手勢識別與肢體動作。由於肢體動對於幼兒動作技能、學習成效及執行功能的影響非常重要。其中，動作技能（Motor skill）（穩定性、操作性、移動性）能有助於學習者加深印象且提升學習成效，另外，動作控制與大腦執行功能（Executive function）（工作記憶、抑制控制、認知靈活性）二者具有相關性。幼兒早期對於數學學習的發展，攸關於未來生活與學習非常重要，故若能將體感互動遊戲應用於幼兒數學學習上，對於幼兒之數學學習效益定有極大幫助。因此，將遊戲式學習模型IPO（Input Process Output）建置於體感互動遊戲中，透過一系列的教學內容設計、執行及學習成效評估，藉此方式提升幼兒對數學學習、動作技能及執行功能的成果。
本研究規劃與發展體感互動遊戲之數學教學課程。採準實驗設計法，自變項為透過不同教學方式（體感互動遊戲、傳統教學）兩種：依變項為數學學習成效、動作技能、執行功能對象為幼兒園大班（五至六歲）幼兒，共62位學習者。研究結果為：(1)運用遊戲式學習模型於體感互動遊戲能有效的提升數學學習（加減法知識）；(2)運用遊戲式學習模型於體感互動遊戲能有效的提升動作技能的穩定性（單腳站、二腳前後站、走直線、倒退走直線）、移動性（躍馬步、跨步跳、雙腳左右來回跳）；(3) 運用遊戲式學習模型於體感互動遊戲能有效的提升執行功能的認知靈活性（顏色反應時間）。研究建議為：(1)幼兒喜愛聽童話故事，建議未來遊戲設計上，多加入不同熱門童話故事；(2)教學實驗可先讓幼兒進行試玩，能降低認知負荷，減少幼兒緊張、害羞等影響學習狀況；(3)教學環境，由於各地區幼兒園環境大小不同，導致幼兒動作技能與執行功能有所不同，有待未來研究進行探討。

Gesture interactive games have been applied to teaching in recent years. It can provide good virtual situation learning, gesture recognition and body movements. The impact of gesture on preschooler’s motor skills, learning effectiveness and executive function are very important. Among them, motor skills (stability, object manipulation, mobility) can help learners make a deeper impression and improve learning effectiveness. In addition, motion skills and executive function are closely correlated (working memory, inhibition control, cognitive flexibility). The development of mathematics learning is very important for future life and learning. Therefore, if gesture interactive games can be applied to preschooler, it will be of great help to preschooler’s mathematical learning. The game-based learning model, called IPO (Input Process Output), is used in the gesture interactive games. Through a series of teaching content design, implementation and learning effectiveness evaluation, the study aims for improving the outcomes of mathematics learning, motor skills and executive function by the gesture interactive games.
In this study, we plan and develop mathematics teaching courses for gesture interactive games. The subject is children (five to six years old), a total of 62 learners, adopting the quasi-experimental design. The independent variables are two different teaching methods (gesture interactive games and traditional teaching). The dependent variables are math learning effectiveness, motor skills executive functions The research results are: (1) the use of game-based learning model in gesture interactive games can effectively improve mathematical learning (addition and subtraction knowledge); (2) the use of game-based learning model in gesture interactive games can effectively improve the stability of motor skills (single leg stand, two leg stand back and forth, walking straight, backward walking straight), mobility (jumping, step jumping, jumping left and right with both feet); (3) using game-based learning model in gesture interactive games can effectively improve the cognitive flexibility of executive functions (color response time).
Based on the above results, there are three research suggestions:(1) preschooler’s like to listen to fairy tales, and it is recommended that in the future game design, different popular fairy tales be added; (2) teaching experiments can allow preschooler’s to try out first, which can reduce cognitive load, reduce preschooler’s tension, shyness, etc. (3) The teaching environment, due to the size of the kindergarten environment in each region, leads to differences in preschooler’s motor skills and executive functions, which needs to be explored in the future.

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