本研究以南部勝利國小為例，基於有意義學習 (Meaningful Learning) 的觀點，配合遊戲式學習 (Game-Based Learning) 環境，進行學習成效的調查與分析，確保遊戲式學習在學習上是有意義的。
本論文的貢獻在於，以「宏觀」的角度探討遊戲式學習是否能引發學習者的學習動機，並採用問卷的方式調查其學習成效；在「微觀」的角度探討以有意義學習理論為基礎並結合遊戲式學習的特性，提出「有意義之遊戲式學習評估模式」 以分析層級程序法 (Analytic Hierarchy Process, AHP) 發展層級架構，根據層級架構進行分析層級程序法之問卷調查，檢視學習者對於遊戲式學習環境的評估準則，並從調查後的分析結果中了解遊戲式學習系統在有意義學習層面上的優勢與劣勢，其結果可提供遊戲系統開發者作為系統改進之參考，以達到有意義之遊戲式學習。

This case study examined Shengli Elementary School in the East District of Tainan City in order to assess the learning effectiveness of a game-based learning approach, based on the theory of meaningful learning.
This paper adopts a macro perspective and uses questionnaires to explore whether game-based learning increased learner motivation. It also uses a micro perspective, based on the theory of meaningful learning and the characteristics of game-based learning, in order to develop a game-based learning evaluation model using the Analytic Hierarchy Process. Based on the results of this, system developers can assess the relative strengths and weaknesses of any game-based learning system from a meaningful learning perspective, and thus make improvements to it.

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