數學是奠定科學的基礎,卻也是國小學童在學習過程中,感到焦慮的科目之一。然而數學與日常生活息息相關，若學習能與真實情境結合，亦可將所學應用於日常生活之中，再者，教學的課程藉由遊戲式學習進行，不但能提升學生學習意願,也能提升其學習興趣。倘若在學習的過程中,當學習錯誤產生時,若系統能給予提示性回饋,透過回饋的方式,讓學生從中學習正確概念。因此,本研究發展一套情境式虛擬商店,提供具引導及診斷之遊戲式學習系統,運用在國小低年級數學之加減法單元,探討不同教學方式對於學習成效的影響之外；並分析不同教學法對於數學焦慮的影響,且運用ARCS動機理論分析學生學習動機、學習成效及學習滿意度。研究結果顯示,使用遊戲式教學平台進行學習比傳統紙本學習佳,其教學平台中,具引導及診斷教學更優於一般遊戲式教學平台。而且,學生在學習過程中藉由遊戲式教學進行學習,其數學焦慮感明顯降低,而ARCS結果也成正向回饋。從國小學童在學習數學的過程中,以學童的日常生活經驗為主,將數學與遊戲結合把遊戲情境融入數學教學之中,並提供引導及診斷教學,來提升學童學習數學之興趣,同時也培養學童問題解決的能力,降低學童對數學的焦慮感,而且能增強其學習動機及提升學習成效。更進一步探討，藉由Teams-Games-Tournament (TGT)探討其小組學習之成效，並分析不同的合作教學法對於數學焦慮影響。其結果顯示，運用小組競爭的方式，能促進個人學習的成效，另外在數學焦慮上的表現也會降低，我們推測這是小組遊戲競賽分散學生們的壓力，以提升他們的學習成效。

Mathematic is not only the cornerstones of science but also one of causing anxiety subject. However, mathematic is related to daily life. If we can integrating the real situation with learning, application in daily life would be easier. Furthermore, the game-based learning pedagogy is not only can enhance students' learning willingness, but also to improve their interest in learning. In the learning process, system timely can give informative feedback when the learning error occurs, which allows students to learn the correct concept. Therefore, this study proposed to develop a virtual store situation game based learning environment which provide navigation and diagnosis mechanism. The context of learning environment is used addition and subtraction course in primary school. The learning system investigate learning effectiveness of different pedagogy as well as analysis the mathematic anxiety. The ARCS model is used to analysis learning motivation, and its correlation of learning achievement and learning satisfaction. The results indicated that game based learning environment is better than traditional paper based learning. Above all, the game based learning environment with navigation and diagnosis mechanism have the best learning achievement. Moreover, the mathematic anxiety can be reduce in the game based learning environment as well as result of ARCS also provide outcomes. In the primary school, based on learners’ daily life, the situation game based learning environment with navigation and diagnosis mechanism can be enhance mathematic interest, train problem solving ability, reduce mathematic anxiety and increase their motivation and effectiveness. Further discussion with Teams-Games-Tournament (TGT) strategy in situation game based learning environment, the comparison of difference cooperative pedagogy has been investigated in the further study. The result indicated that group competition can reduce mathematic anxiety and promote performance. Otherwise, the individual learning can be promoted through group competition. The reason of enhancing learning achievement, that we surmised, is learners’ pressure dispersive in group competition.

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