本研究將角色扮演遊戲軟體（Role Player Game, RPG）融入排序演算法之運算思維課程中，使學習者在經由適性化推薦系統產生的遊戲式學習教材中進行教學。本研究使用準實驗設計，參與者為修習資訊教育課程的國中生171位，學生被依照班級分為實驗組1、實驗組2與控制組等三組，並在實驗後接受問卷及量表作資料蒐集。實驗組1的學生使用「可適性化推薦」的「RPG遊戲學習系統」進行學習、實驗組2的學生使用「無適性化推薦」的「RPG遊戲學習系統」、控制組學生則使用「可適性化推薦」的「網頁學習系統」，旨在探討各組學生在學習成效、認知負荷與心流體驗等方面的表現是否有達到顯著差異。同時，使用RPG系統的組別在遊戲過程中的行為編碼（Logs）亦被記錄分析。
研究結果發現，在將RPG遊戲系統融入教材後，實驗組1以及實驗組2的學生由於遊戲式學習系統的導入，確實能夠有效提升學生們的學習成就表現。並且相較於單純的影片學習系統而言，遊戲式學習策略的使用不會額外增加學生的認知負荷，三組之間在認知負荷得分方面並沒有出現顯著差異。而在心流方面，雖然實驗組2並沒有使用專家系統使他們必須完成所有關卡，卻也因此在遊戲體驗上得以走完全部的故事，相對另外兩組的遊戲體驗有更高的完整性，使得該組別在心流體驗面向的得分顯著高於採用推薦系統的另外兩組。

This research integrated Role Player Game (RPG) into the computational thinking curriculum of sorting algorithm, so learners can do learning via the game-based learning materials produced by the adaptive recommender system. This study adopted a quasi-experimental design, including participants of 171 junior high school students taking information education courses. The students were divided into three groups based on their classes: experimental group 1, experimental group 2, and the control group. After the experiment, they should fill in questionnaires and scales for data collection. Students in experimental group 1 used the “RPG game learning system” with the “adaptive recommender,” students in experimental group 2 used the “RPG game learning system” without the “adaptive recommender,” and students in the control group used the “webpage learning system” with the “adaptive recommender,” which aimed to explore whether there are significant differences in the performance of each group in terms of learning effectiveness, cognitive load, and experience of flow. At the same time, the behavior codes (Logs) of the groups using the RPG system during the game were also recorded and analyzed.
Based on the study’s results, we found that, with the integration of the RPG game system into the teaching materials, the learning effectiveness of students in experimental group 1 and experimental group 2 was effectively improved. Also, compared to the mere video learning system, the usage of the game-based learning strategies would not increase students’ cognitive load, so there were no significant differences in the scores of cognitive load between the three groups. As for the experience of flow, although experimental group 2 did not use the expert system that made them complete all the missions, they went through the whole story during the game. Compared with the other two groups, the game experience of experimental group 2 carried higher completeness, so its score of the experience of flow was significantly higher than the other two groups using the recommender system.

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