過去針對議論文教學提出許多不同教學方式，引導學生熟悉此複雜結構，然而，較少針對學習態度進行探討。另一方面，許多研究指出，遊戲式學習不僅能提升學生的學習成效，還能增進學生的學習動機與學習自信，改善學生對學習的態度。本研究以「議起上奏」數位遊戲以及「議起上奏」教育桌遊作為教學媒介，期望以遊戲化策略，提升學生對議論文的理解與表達以及學習態度。
遊戲中卡牌的設計，有一系列描述不同主題的說理卡與事例卡，以顏色分類，分別對應到議論文中的論點與論據，透過讓學生判斷卡牌中的文章主題，以及大量卡牌文本的閱讀，讓學生掌握文章的主題思想，學會區分議論文的要素-「論點」、「論據」之間的差異，再透過卡牌組織的方式，訓練學生依照議論文的結構組織論點與論據，提升學生對議論文的理解，最後透過寫作模板，促進學生對議論文寫作遷移，使學生無遊戲卡牌輔助也能以議論文結構表達自己的看法。
本研究採單組前後測設計，比較156名國中七年級的學生在經過四節課的遊戲化策略學習活動，第一節導入數位遊戲，第二節將上節所玩的遊戲與課文進行連結，第三節與第四節導入教育桌遊與寫作模板。並透過測驗及問卷討論能否加深國中生對議論文的理解與表達並改善學習態度。
結果發現在議論文的理解與表達方面，學生判斷議論文結構的能力與寫作能力有顯著的提升，表示此種教學方式對於加深學生對議論文的理解與表達是有效的，能幫助學生學習到議論文的概念，但短時間內無法遷移到其他的文本進行應用，可能要多一點時間的練習。
在學習態度的方面，針對學習自信與學習動機進行探討，進一步去分析其結果後發現，學生對於本次研究能否改善學習態度的看法是普遍抱持著正向的態度。 顯示遊戲化策略對提升學習者的學習態度是有正向幫助的。

Many studies have pointed out that game-based learning can not only improve students' learning effectiveness, but also improve learning motivation and confidence. In this study, a digital game and an educational board game are used as teaching mediums. It is expected to enhance students' understanding of argumentative essays and their writing ability and their learning attitude.
There are a series of argumentation cards and case cards that describe different topics in this game. They are classified by color and correspond to the contention and evidence in argumentative papers. By allowing students to distinguish the topic of the article in the card, then organize the sentences into articles that conform to the structure of an argumentative essay. This improves students' understanding of the structures. Finally, through writing templates, students are encouraged to transfer their argumentative essay writing, in order to write essays that conform to the structure of argumentative essays without the support of game cards.
This study adopts a single-group design with pre-test and post-test, it compares the learning activities of 156 seventh-grade students after four lessons. The first section introduces digital games, the second section connects the games played in the previous section with the text, and the third and fourth sections introduce educational board games and writing templates. Through tests and questionnaires, it is discussed whether the digital game and the educational board game can: 1. Deepen the understanding and writing ability of the argumentative essays for junior high school students 2. Improve the learning attitude of junior high school students.
The results showed that in the understanding and writing ability of argumentative essay, students' ability to identify the structure and of argumentative essay and writing ability has been significantly improved, indicating that this teaching method is effective in deepening the understanding of the structure of argumentative essays. However, it may take a little more time before we transfer this application to other kinds of learning content.
In the aspect of learning attitude, we target students' learning confidence and motivation. After further analysis, we found that students generally held positive attitudes toward whether this study could improve their learning attitude. It is shown that gamification strategies are helpful in improving learners' learning attitudes.

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