本研究旨在探討數位遊戲式學習的教學策略對國中生的專注力、批判思考能力和生物學科成就之影響。本研究採前後測準實驗設計，以高雄市某國中一年級兩個班級共68位學生為研究對象，進行為期19週的實驗教學。自變項為教學策略，分別為傳統教學（對照組）及數位遊戲式學習（實驗組）；依變項為學生的專注力、批判思考能力以及生物學科成就。依據研究目的，研究工具為自編專注力量表、批判思考測驗─第一級與教師自編學科成就測驗。資料分析方法採用one-way ANCOVA、MANCOVA和Johnson – Neyman method。在實驗結束後，針對實驗組學生進行訪談來探討影響數位遊戲學習的因素以及想法。主要研究結果發現如下：一、就專注力而言，數位遊戲式學習組後測優於傳統教學組，延後測無顯著差異。二、就批判思考能力而言，數位遊戲式學習組後測總分優於傳統教學組，批判思考分向度後測無顯著差異；而數位遊戲式學習延後測總分優於傳統教學組，批判思考分向度延後測之歸納、演繹、解釋上，數位遊戲學習組優於傳統教學組。三、就學科成就而言，數位遊戲式學習組後測總分優於傳統教學組，其中數位遊戲式學習組在高層次分向度上優於傳統教學組；而數位遊戲式學習組延後測總分優於傳統教學組，其中數位遊戲式學習組在高層次分向度上優於傳統教學組。四、從訪談結果可知，影響數位遊戲式學習方面之相關因素有同儕合作情形和教學時程安排等，數位遊戲式學習對學生有幫助的部分為課程內容、課堂專注情形、批判思考能力、學習動機與資訊素養等。本研究說明研究限制，並予未來研究建議：包括數位遊戲對批判思考之影響和運用專注力偵測系統探討學生學習歷程，同時以主客觀資料更全面地瞭解學生的專注力情形。

The purpose of this study was to investigate the effect of digital game-based learning on junior high school students’ on concentration, critical thinking skill and academic achievement. A pretest, posttest and delayed posttest quasi-experimental design was used for this study. The participants were 68 seventh-grade students in two classes. The independent variable was the instructional strategy including two groups: traditional instruction (control group) and digital game-based learning (experiment group). This experiment was conducted for 19 weeks. ANCOVA, Jonson-Neyman and MANCOVA were employed to examine whether there is a significant difference between these two research groups on the dependent variables after receiving different methods of instructional strategy. In addition, interviews were conducted to know students’ perspectives on DGBL after the study.
The results from data analysis are as blow: First, on concentration, the posttest scores of students who received DGBL were significantly higher than students who received traditional instruction. Besides, there was no statistically significant difference between the two groups. Second, on critical thinking skill, the posttest scores and delayed posttest scores of students who received DGBL were significantly higher than students who received traditional instruction. Besides, the delayed posttest scores of students who received DGBL were significantly higher on induction, deduction, interpretation than students who received traditional instruction. Third, on academic achievement, the posttest scores and delayed posttest scores of students who received DGBL were significantly higher than students who received traditional instruction. Besides, the posttest scores and delayed posttest scores of students who received DGBL were significantly higher on high level academic achievement than students who received traditional instruction. Fourth, we could conclude from the interviews that the factors affecting DGBL included the peer cooperation, and course time; the benefits of DGBL included biological course content, learning motivation, critical thinking skills, learning motivation, and ICT skills.This study provided the limitation of research and suggestions for future studying including the effect of digital game-based learning upon the critical thinking skills, utilization of concentration investigation system to study the students’ learning process and using both subjective and objective data to demonstrate the situation of students’ concentration.

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