這項研究的目的是調查感知學習容易度，專題製作和遊戲對學習態度，能力獲得和滿意度的遊戲性的影響。本研究收集並分析來自澎湖的鳥嶼，合橫和東衛小學三校等105名五年級和六年級學生開發的創新課程和教學方法的作品。開發了實驗設計，將受試者分為對照組（吉貝國小）和實驗組（鳥嶼國小）。結果表明，與對照組相比，實驗組在易學性、專案知識有用性、學習遊戲化、態度、能力獲得和滿意度方面表現與填鴨式教學法有顯著差異。此外，105名學生樣本結構方程模型的結果表明，易學性，專案知識有用性、學習遊戲化、對學習態度有著顯著和正向的影響。此外，學習態度被證實與能力獲得之間具有顯著的積極聯繫。此外，從交互式課程中獲得的異構能力被發現對學習滿意度有積極影響。最後，能力獲取被證明在學習態度和滿意度之間具備中介效果。這項研究發現了三個貢獻。首先，我們已經證明，易學性、專案知識有用性和學習遊戲化是提高學生學習態度的重要因素。其次，我們發現開放式創新是教師不斷致力於開發創新教學方法和拓展社交網絡的關鍵驅動力量。第三，接受創新課程的經驗可以幫助學生在早年求學階段獲得功能和行為能力以及建立團隊運作與互動之堅實基礎，這對學生未來的職業生涯奠定堅實的基石。

This study was intended to investigate the impact of perceived ease of learning, project participation, and playfulness on learning attitude, competence acquisition, and satisfaction. Artwork developed by 105 fifth and sixth graders, who received innovative curricula and teaching approaches, from Niaoyu, Her-Herng and Dongwei primary schools in Penghu was gathered and analyzed. An experimental design was developed, and the subjects were divided into control (Jibei Primary School) and experimental groups (Niaoyu Primary School). The results proved that the experimental group exhibited significant differences in terms of perceived ease of learning, project participation, playful learning attitude, competence acquisition, and satisfaction as compared to the control group. Furthermore, the results of the structural equation modeling for the sample of 105 students showed that ease of learning, project participation, and playfulness significantly and positively affect learning attitude. Furthermore, learning attitude was verified to have significantly positive connections between learning attitude and competence acquisition. Moreover, heterogeneous competences acquisition from the interactive curricula were found to have a positive influence on learning satisfaction. Finally, competence acquisition was shown to act as a mediator between learning attitude and satisfaction. Three contributions were found this study. First, we proved that perceived ease of learning, project participation, and playfulness act as important agents on improving learning attitude in students. Second, we found that open innovation is the crucial driving force that makes teachers continuously work on developing innovative teaching methods and expands their social network. Third, the experiences with receiving the innovative curricula support the building of a solid foundation for acquiring both functional and behavioral competence at an early age that will create a powerful cornerstone for the future careers of students.

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