現今教學現場隨著學習環境的改變，使得教學內容更加多元化，但在這多元化的過程中，社會科目相對於語言與數學少了許多的關注。本研究之主要目的在於建置一國小社會科遊戲式複習學習平台，藉由此平台輔助老師與學童，在課堂的學習過程中獲得助益。
平台記錄學童在遊戲學習過程中的學習行為，經由探討學童之學習行為並觀察探究學習者序列學習行為模式，了解其學習行為與平台採用的學習策略之間交互影響的意義，最後探討學童使用平台後的遊戲學習動機以及學習成效是否有影響，透過上述研究方法來檢視平台使用的學習策略對於學童是否有幫助，期望透過本平台，促進對於國小社會教學環境的改變，讓學習更有趣、更好。

Nowadays, with the change of learning environment, make the teaching materials more diversified. However, in this diversified process, social science catch much less attention to language and mathematics. The main purpose of this study is to develop a game-based learning system for social science course. Through this system, teachers and students can get benefit from the learning process in the classroom.
The system records the learning behavior of the students during the game learning process. By exploring the learning behavior of the students and observing the sequence learning behaviors of the students under a game-based learning system that applies some learning strategies. We may understand and discuss the interactions status in this kind of system. Finally, we discuss whether the learning motivation of students and the effect of learning are affected after using the system, through the above research methods to view that is helpful for students by use the system. We hope this system will promote the learning environment. Make learning more fun and better.

涂佳玲(2016)，運用補救教學資源平台於國小三年級除法教學之行動研究，國立高雄師範大學工業科技教育學系。
林財裕(2015) ，均一教育平台運用於國小三年級數學輔助教學之成效：以時間單元教學為例，南華大學資訊管理學系。
張義松(2014) ，數位學習平台應用於國小數學科學習成效之探究—以國小五年級分數單元為例，國立虎尾科技大學資訊管理研究所在職專班。
温庭國(2017)，探討遊戲化線上學習之學習體驗—以PaGamO之使用者經驗為例，國立雲林科技大學資訊管理系。
薛常泮(2017) ，應用「PaGamO遊戲學習平台」對補救教學學生學習成就、學習動機及自我效能之影響--以新北市板橋區某國小五年級數學，中華大學資訊管理學系。
Bakeman R. & Gottman J.M. (1997) Observing Interaction : An Introduction to Sequential Analysis, 2nd edition. Cam-bridge University Press, Cambridge, 4.
Bates, C. C., & Martin, A. (2013). Using mobile technology to support literacy coaching practices. Journal of Digital Learning in Teacher Education, 30(2), 60-66.
Bauml, M. (2016). Is it cute or does it count? Learning to teach for meaningful social studies in elementary grades. The Journal of Social Studies Research, 40, 55-69.
Bell, B., & Cowie, B. (2001). The characteristics of formative assessment in science education. Science Education, 85, 536–553.
Brasil, I. S., Neto, F. M. M., Chagas, J. F. S., Monteiro, R., Souza, D. F. L., Bonates, M. F., & Dantas, A. (2011, November). An intelligent and persistent browser-based game for oil drilling operators training. In Serious Games and Applications for Health (SeGAH), 2011 IEEE 1st International Conference on(pp. 1-9). IEEE.
Chien-Ming Chen,Cheng-Hao Ma, Bin-Shyan Jong, Yen-Teh Hsia,and Tsong-Wuu Lin. (2008). “Using data mining to discover the correlation between web learning portfolios and achievements, ”Frontiers in Education Conference.
Ciampa, K. (2014). Learning in a mobile age: an investigation of student motivation. Journal of Computer Assisted Learning, 30(1), 82-96.
Crescente, M. L., & Lee, D. (2011). Critical issues of m-learning: design models, adoption processes, and future trends. Journal of the Chinese Institute of Industrial Engineers, 28(2), 111-123.
Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. Handbook of mobile learning, 3-14.
Furió, D., Juan, M. C., Seguí, I., & Vivó, R. (2015). Mobile learning vs. traditional classroom lessons: a comparative study. Journal of Computer Assisted Learning, 31(3), 189-201.
Gagné, R. M. (1965). Conditions of learning.Black, P., & William, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–74.
Gardner, L., Sheridan, D., & White, D. (2002). A Web-based learning and assessment system to support flexible education. Journal of Computer Assisted Learning, 18, 125–136.
Hou, H. T., Chang, K. E., & Sung, Y. T. (2007). An analysis of peer assessment online discussions within a course that uses project-based learning. Interactive learning environments, 15(3), 237-251.
Hou, H. T., Chang, K. E., & Yao-Ting, S. (2008). Analysis of problem-solving-based online asynchronous discussion pattern. Journal of Educational Technology & Society, 11(1).
Hou, H. T., Chang, K. E., & Sung, Y. T. (2010). Applying lag sequential analysis to detect visual behavioural patterns of online learning activities. British Journal of Educational Technology, 41(2).
Hou, H. T., & Wu, S. Y. (2011). Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool: A case study. Computers & Education, 57(2), 1459-1468.
Hou, H. T. (2012). Exploring the behavioral patterns of learners in an educational massively multiple online role-playing game (MMORPG). Computers & Education, 58(4), 1225-1233.
Hou, H. T. (2015). Integrating cluster and sequential analysis to explore learners’ flow and behavioral patterns in a simulation game with situated-learning context for science courses: A video-based process exploration. Computers in human behavior, 48, 424-435.
Hsu, C. K., Hwang, G. J., & Chang, C. K. (2010). Development of a reading material recommendation system based on a knowledge engineering approach. Computers & Education, 55, 76–83.
Huizenga, J., Admiraal, W., Akkerman, S., & Dam, G. T. (2009). Mobile game‐based learning in secondary education: engagement, motivation and learning in a mobile city game. Journal of Computer Assisted Learning, 25(4), 332-344.
Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56, 1023-1031.
Jeong, A. C. (2003). The sequential analysis of group interaction and critical thinking in online. The American Journal of Distance Education, 17(1), 25-43.
Lawrence, R. (2004). Teaching data structures using competitive games. IEEE Transactions on Education, 47(4), 459–466.
Liu, T. C., Wang, H. Y., Liang, J. K., Chan, T. W., Ko, H. W., & Yang, J. C. (2003). Wireless and mobile technologies to enhance teaching and learning. Journal of Computer Assisted Learning, 19(3), 371-382.
Malone, T. W., & Lepper, M. R. (1987). Making learning fun:A taxonomic model of intrinsic motivations for learning. InR. E. Snow & M. J. Farr (Eds.), Aptitude, learning, andinstruction: Volume 3. Cognitive and affective processanalysis (pp. 223–253). Hillsdale, New Jersey: LawrenceErlbaum Associates, Publishers.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.
Orsmond, P., Merry, S., & Callaghan, A. (2004). Implementation of a formative assessment model incorporating peer and self assessment. Innovations in Education and Teaching International, 41(3), 273–290.
Prensky, M. (2006). “Don't bother me, Mom, I'm learning! ”. Published by Paragon House
Prensky, M. (2007). Digital Game-Based Learning. New York: McGraw-Hill.
Saylor, M. J. (2013). The mobile wave: how mobile intelligence will change everything. Vanguard Press.
Sharples, M., Corlett, D., & Westmancott, O. (2002). The design and implementation of a mobile learning resource. Personal and Ubiquitous computing, 6(3), 220-234.
Sung, Y. T., Hou, H. T., Liu, C. K., & Chang, K. E. (2010). Mobile guide system using problem‐solving strategy for museum learning: a sequential learning behavioural pattern analysis. Journal of computer assisted learning, 26(2), 106-115.
Wampold, B. E., & Kim, K. H. (1989). Sequential analysis applied to counseling process and outcome: A case study revisited. Journal of Counseling Psychology, 36(3), 357.
Wang, T. H., Wang, K. H., Wang, W. L., Huang, S. C., & Chen, S. Y. (2004). Web‐based Assessment and Test Analyses (WATA) system: development and evaluation. Journal of Computer Assisted Learning, 20(1), 59-71.
Wang, K. H., Wang, T. H., Wang, W. L., & Huang, S. C. (2006). Learning styles and formative assessment strategy: enhancing student achievement in Web‐based learning. Journal of Computer Assisted Learning, 22(3), 207-217.
Zhao, Y. & Hoge, J.D. (2005). What elementary students and teachers say about social studies. The Social Studies, 96(5), 216-221.