本研究以前測-訓練-後測的實驗設計，探討數位記憶遊戲訓練是否能提升原住民幼兒的工作記憶容量。研究對象共招募新竹縣公立幼兒園5~6歲泰雅族原住民幼兒共60名，所有幼兒先進行短期記憶和工作記憶前測，依前測成績以S型分派至實驗組（進行數位記憶遊戲）、活躍性控制組（進行數位非記憶遊戲）和控制組 (不進行任何數位遊戲)。一星期後，實驗組和活躍性控制組分別接受四周（每周2次，每次約10分鐘）共8次的介入活動，控制組則無。實驗組進行的數位記憶遊戲，根據短期記憶和工作記憶的理論所設計，由指導者以一對一的方式引導幼兒在平板電腦上，完成逐步增加難度的視覺空間的短期記憶和工作記憶遊戲。活躍性控制組進行的數位非記憶遊戲，為訪間常見的app繪圖遊戲，由指導者以一對一的方式引導幼兒在平板電腦上，完成逐步增加難度的線條與填色遊戲。數位遊戲訓練結束後，經過一個星期，三組幼兒分別接受短期記憶與工作記憶後測。本研究以單因子共變數分析結果發現，實驗組在簡單廣度作業所測得的短期記憶和工作記憶的後測表現皆顯著優於活躍性控制組和控制組，而這兩組的後測表現彼此沒有顯著差異，但是，實驗組在複雜廣度作業所測得的工作記憶後測表現雖優於其他兩組，但未達顯著差異。綜合上述結果：介入數位記憶遊戲訓練，能有效增加原住民幼兒工作記憶容量。然而，提高他們在雙重任務下的工作記憶運作能力可能需要更長時間、更高頻率的訓練。

The experimental design of pretest-training-posttest in this study was to explore whether digital memory game training can improve the working memory capacity of Aboriginal children. There were 60 Atayal aboriginal children aged 5~6 from public kindergartens in Hsinchu County participated in this study. Assigned to the experimental group (playing computerized memory games), active control group (playing computerized non-memory games) and control group (playing no games). All children were pre-tested for short-term memory and working memory. One week later, the experimental and active control groups received eight intervention activities for four weeks (twice a week, about 10 minutes each time), while the control group did not. The computerized memory game performed by the experimental group was designed according to the theory of short-term memory and working memory. Children were guided individually by a researcher to complete visuospatial short-term and working memory games with increasing difficulty on the tablet computer. The computerized non-memory games the active control group played were common app drawing games. The researcher guided children indivudually to complete line and coloring games with increasing difficulty on the tablet computer. After the computerized game training, one week later, the three groups of children received short-term memory and working memory post-tests, respectively. The posttest performance of the experimental group in short-term memory and working memory measured by the simple span task was significantly better than that of the active control group and the control group, and the posttest performance of the other two groups was not significantly different. However, was in the although the posttest performance of the experimental group in working memory measured by the complex span task was better than that of the other two groups, there was no significant difference. These findings indicate that computerized memory game training can effectively increase the working memory capacity of aboriginal children. However, improving their working memory function under dual tasks may need training with more extended time and higher frequency.

第一章 緒論................................................. 1
第一節 研究動機..............................................1
第二節 研究目的與問題........................................4
第三節名詞釋義...............................................4
第二章 文獻探討..............................................6
第一節 工作記憶..............................................6
第二節 數位工作記憶遊戲訓練..................................18
第三節 台灣原住民幼兒認知發展相關研究.........................26
第三章 研究方法.............................................30
第一節 研究對象與場域........................................30
第二節 施測程序與研究架構....................................31
第三節 研究工具.............................................33
第四節 資料分析與預期結果....................................41
第四章 研究結果與發現........................................43
第一節 參與者背景資料........................................43
第二節 前測結果分析..........................................44
第三節 數位記憶遊戲訓練過程中原住民幼兒的學習情形...............46
第四節 數位記憶遊戲訓練對原住民幼兒工作記憶的提升效果...........57
第五章 研究結果與建議........................................61
第一節 結論與討論............................................61
第二節 建議.................................................67
參考文獻....................................................69

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