數位遊戲裝置為一項學習工具，近年來也有多數學者投入數位遊戲裝置學習的研究，然而，學習時不應單單只是注重特定之學習目標，教學內容也需要對於學生的學習過程及他們的學習思維模式做檢視。學者發展出了「元認知」之概念，被用來解釋其學習思維的程度，根據其定義，元認知是人們思考自己的行為的過程，因此在學習環境上，學生若發展元認知，則能幫助他們思考自己的學習行為。因此元認知能力指作學習能力上的程度，藉由提升元認知能力可能幫助了學習者在數位遊戲學習或是其他種種不同學習環境當中進行學習過程上的自我調節。
思考學習能力與學生對於學習方法的認知程度有關，對於不同學習方法的應用被稱作認知策略，本研究利用認知策略概念，將透過增加學習者學習方法上的認知，探討是否能幫助學習者進而提升元認知能力，經由元認知能力的提升幫助學習者在學業成就上也能有好的表現。因此本研究以元認知理論為基礎，探討在數位遊戲式學習系統中認知策略指導對於學習者的元認知意識影響的程度以及學習者的先驗知識與學習成效之間的相互作用。
本研究開發一款數位遊戲學習系統，並以認知策略指導的添加與否作為操弄變項，隨機分配受試者並在最終回收219份的樣本數量，針對蒐集之資料進行統計方法予以假說驗證。結果顯示先驗知識有效預測學習者的元認知能力以及學習成效並呈現正向關係，然而，元認知能力無法有效預測學習成效，本研究認為，元認知能力變化對於學習成效的敏感性可能不發生在短期的變化之中。除此之外，研究發現認知策略顯著了影響學習者的元認知能力，並且在學習成效方面有獲得了顯著提升程度。
本研究透過系統給予認知策略指導的教學，提供改善過往教學人員須在旁指導來檢視學生學習過程所花費之心力之參考價值，並且突顯出在數位教學系統上， 學習者能依照自己的學習步調學習，且同時能夠獲得學習能力上以及目標學習教材上成效的提升作用。

In recent years, most scholars have invested in digital game based learning, however, learning should not only focus on specific learning objectives, teaching content also needs to be for students' learning process and their learning thinking way. The concept of metacognition, which is used to explain the degree of how people think their thinking. In other words, metacognition helps people think about their own behavior, as a result of it, under the learning circumstance, it is indicated that learners’ thinking about their learning behavior. Therefore, metacognitive ability refers to the extent of learning ability. By improving metacognitive ability may help learners to self-regulate the learning process.
Learning ability is related to students' cognition of learning methods, and the behavior of applying the different learning methods is called cognitive strategy. In this study, we use the concept of cognitive strategy to explore whether it can help learners to improve metacognitive abilities as well as increasing their knowledge of learning methods so as to help learners have a great performance in academic achievements. Consequently, based on metacognitive theory, this study explores the influence of cognitive strategy instruction on learners' metacognitive ability in digital game based learning system and find the potential effects among metacognition, learners' prior knowledge and learning effectiveness.
We designed a digital game based learning system and randomly assigned the participants in our experiment whether whom would receive the cognitive strategy instructions or not. The 219 collected data had used to validate hypotheses. The results show that prior knowledge effectively predicts learners' metacognitive ability and learning effectiveness. And they both showed the positive relationship between them. However, metacognitive ability can't effectively predict the learning effectiveness. In addition, the study found that cognitive strategies significantly improved learners' metacognitive abilities and learning effectiveness.
Through the teaching of cognitive strategy instructions, this study provides the value of improving the teachers’ efforts on examining the learning process of students. And it shows the improvement that learners can learn according to their own learning pace, at the same time, they improve the learning ability to make them easier deal with the future learning problems.

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