歷史教學的目的，除了培養學生對於表達歷史時序、理解歷史、解釋歷史、運用史料的能力外，並同時要能激發學生對歷史知識的學習動機，以期望能終生學習並充實其生活及內涵。其中對於歷史時序之認知以及對於歷史的理解為學習歷史時最基本的能力，當學生具備了前兩項基本能力之後，才能有效地發展之後對於歷史的解釋以及史料運用的進階能力；然而觀察現今各級學校對於歷史科目的教學的方式，大部分仍然是利用講述法及筆紙測驗進行教學及評量，而這樣的方式容易讓學生們感到無趣，尤其對於許多歷史人物、地點、事件與年代交錯發生時，容易造成學習上的困擾。本研究將建構一個具有互動式時間軸之歷史文化學習的遊戲，以大學通識課中的「日本戰國時代之歷史與文化」課程內容為例，將日本戰國歷史時間、事件及人物結合圖卡方式作為遊戲內的物件，讓學習者藉由清楚的時序了解到戰役與人物之間的相關性。遊戲中加入競賽式遊戲學習等特色，以期能達到讓學習者保有持續性的學習動機。

The goals of learning history are developing students’ history abilities of presenting history, understanding history, describing history and using history, meanwhile, enhancing students’ learning motivation of history. The first two of history abilities, which support students to learn the time series and the content of history events, are the fundamental abilities of learning history. Most of teachers using traditional narrative textbooks and pen-paper based assessments when teaching history. However, when facing the complex relationships between historical events and historical people involved at the same time, students may have to pay a lot of efforts and have difficult to learn. This study proposed a game-based history learning system with interactive time series tools which are corresponding to the sengoku period events of Japan and assist students to learn when playing the game. The result reveals that the interactive time series tools in a game-based learning could improve students’ learning performance of history and learning motivation.

目錄
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 2
第三節 名詞解釋 2
第二章 文獻探討 5
第一節 集換式卡片遊戲 5
第二節 雙碼理論 10
第三節 遊戲化學習 11
第四節 競賽式學習遊戲 13
第三章 系統架構 15
第一節 系統架構 15
第二節 系統內容設計 17
第四章 研究方法 32
第一節 研究流程 32
第二節 研究對象 35
第三節 研究工具 35
第五章 研究結果 38
第一節 互動式時間軸學習成效分析 38
第二節 互動式時間軸學習動機分析 43
第六章 結論與建議 48
第一節 結論 48
第二節 建議 48
參考文獻 50
附錄一：日本戰國時代之歷史與文化認知測試卷（前測卷） 52
附錄二：日本戰國時代之歷史與文化認知測試卷（後測卷） 57
附錄三：學習動機量表問卷 62
圖目錄
圖2-1-1 魔法風雲會卡片 6
圖2-1-2 遊戲王卡片 7
圖2-1-3 爐石戰記卡片 8
圖2-2-1 雙碼理論(Paivio, 1991) 11
圖3-1-1系統架構模組圖 15
圖3-2-1 Input-Process-Outcome Game Model分析架構 17
圖3-2-2遊戲環境概觀 19
圖3-2-3 武將卡 26
圖3-2-4 互動式時間軸 27
圖3-2-5 遊戲難易度 28
圖3-2-6 戰役對卡片點數影響 29
圖3-2-7 戰役對卡片點數影響 30
圖3-2-8 戰役對卡片點數影響 31
圖3-1-1 研究流程圖 33
圖3-1-2 實驗流程圖 34

 
表目錄
表2-1-1卡片遊戲整理比較 9
表3-2-1 日本戰國時代12場重要戰役 17
表3-2-2 日本戰國時代17名參與武將 18
表3-2-3 功能概觀說明表 20
表3-2-4 遊戲操作流程 23
表3-2-1日本歷史文化之教材內容 35
表3-3-3學習動機量表問卷範例與ARCS模型對照表 37
表5-1-1日本戰國時代之歷史與文化認知學習成效前後測分數之t-test結果 38
表5-1-2年級對遊戲分數單因子變異數分析表 39
表5-1-3性別對遊戲分數單因子變異數分析表 39
表5-1-4遊戲經驗對遊戲分數單因子變異數分析表 39
表5-1-5後測分組敘述統計表 39
表5-1-6後測分組對點擊戰役次數單因子變異數分析表 40
表5-1-7後測分組對點擊卡片次數單因子變異數分析表 40
表5-1-8後測分組對遊戲獲得分數單因子變異數分析表 40
表5-1-9後測分組對點擊戰役次數多重比較表 40
表5-1-10後測分組對點擊卡片次數多重比較表 40
表5-1-11後測分組對遊戲分數多重比較表 41
表5-1-13 K=2之單因子變異數分析 41
表5-1-14 K=3之單因子變異數分析 41
表5-1-15K=4之單因子變異數分析 42
表5-1-16 K=4群集分析敘述統計表 42
表5-1-17K均值法分組之群集中心點 42
表5-1-18兩組群集對擊戰役次數、點擊卡片次數與遊戲獲得分數單因子變異數分析 42
表5-2-1A項目量表信度分析結果 43
表5-2-2 A值之單一樣本檢定 44
表5-2-3R項目量表信度分析結果 44
表5-2-4 R值之單一樣本檢定 44
表5-2-5C項目量表信度分析結果 45
表5-2-6 C值之單一樣本檢定 45
表5-2-7S項目量表信度分析結果 46
表5-2-8S值之單一樣本檢定 46
表5-2-9ARCS之單一樣本檢定 46
表5-2-10使用情況調查問題 47

李咏吟. (1996). 模擬與遊戲教學法. 多元化的教學方法. 台北市: 師大書苑.
李稚勇. (1993). 論中學歷史課堂的教學方法. 歷史教學問題, 3, 012.
杜維運. (2001). 史學方法論: 三民書局.
教育部. (2014). 普通高級中學必修科目「歷史科」課程綱要. 台北:教育部.
劉靜真. (2004). 說一個「人」的故事──共通課程基本科目歷史科「歷史與歷史人物」.
蕭憶梅. (2009). 理解學生歷史思維的重要性. 歷史教育(14), 87-102.
戴惠良. (2008). 歷史圖片的使用. 歷史教學問題(4), 101-102.
Bruner, J. S., Jolly, A., & Sylva, K. (1976). Play: Its role in development and evolution.
Butler, R., & Kedar, A. (1990). Effects of intergroup competition and school philosophy on student perceptions, group processes, and performance. Contemporary Educational Psychology, 15(4), 301-318.
Chang, L.-J., Yang, J.-C., Chan, T.-W., & Yu, F.-Y. (2003). Development and evaluation of multiple competitive activities in a synchronous quiz game system. Innovations in Education and Teaching International, 40(1), 16-26. doi: 10.1080/1355800032000038840
Coble, C. R., & Brady, G. A. (1977). Fun+ Games= Learning. Science and Children, 15(2), 15-16.
Covington, M. V. (1998). The will to learn: A guide for motivating young people: Cambridge University Press.
Crawford, C. (1984). The art of computer game design.
Crooltall, D., Oxford, R., & Saunders, D. (1987). Towards a Reconceptualization of Simulation: From Representation to Reality. Simulation/Games for Learning, 17(4), 147-171.
Davis, G. A., & Rimm, S. B. (1989). Education of the gifted and talented: Prentice-Hall, Inc.
Deci, E. L., Betley, G., Kahle, J., Abrams, L., & Porac, J. (1981). When Trying to Win Competition and Intrinsic Motivation. Personality and social psychology bulletin, 7(1), 79-83.
Dewey, J. (2013). The school and society and the child and the curriculum: University of Chicago Press.
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & gaming, 33(4), 441-467.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment (CIE), 1(1), 20-20.
Hogle, J. G. (1996). Considering Games as Cognitive Tools: In Search of Effective" Edutainment.".
Johnson, J. E., Christie, J. F., Yawkey, T. D., & Wardle, F. P. (1987). Play and early childhood development: Scott, Foresman & Co.
Julian, J. W., & Perry, F. A. (1967). Cooperation contrasted with intra-group and inter-group competition. Sociometry, 79-90.
Keller, J. M. (1983). Motivational design of instruction. Instructional design theories and models: An overview of their current status, 1, 383-434.
Lajoie, S. P., & Derry, S. J. (1993). Computers as Cognitive Tools.
Likert, R. (1932). A technique for the measurement of attitudes. Archives of psychology.
Lo, J.-J., Chang, C.-J., Tu, H.-H., & Yeh, S.-W. (2009). Applying GIS to develop a web-based spatial-person-temporal history educational system. Computers & Education, 53(1), 155-168.
Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. Aptitude, learning, and instruction, 3(1987), 223-253.
Mayer, R. E., & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of educational psychology, 82(4), 715.
Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of educational psychology, 86(3), 389.
Napier, E. (1981). Competition in the Classroom. Kappa Delta Pi Record, 18(1), 18-23.
Ozturk, M. A., & Debelak, C. (2008). Affective Benefits from Academic Competitions for Middle School Gifted Students. Gifted Child Today, 31(2), 48-53.
Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology/Revue canadienne de psychologie, 45(3), 255.
Pepitone, E. A. (1985). Children in cooperation and competition Learning to cooperate, cooperating to learn (pp. 17-65): Springer.
Piaget, J., Parsons, A., Vakar, G., & Hanfmann, E. (1962). Comments on Vygotsky's Critical Remarks Concerning" The Language and Thought of the Child", and" Judgment and Reasoning in the Child": MIT Press.
Prensky, M. (2001). Digital Game-based Learning. New York: McGraw-Hill.
Rollings, A., & Adams, E. (2003). Andrew Rollings and Ernest Adams on game design: New Riders.
Senior, K., & Brophy, J. (1973). Praise and group competition as motivating incentives for children. Psychological Reports, 32(3), 951-958.
Van Eck, R. (2006). The effect of contextual pedagogical advisement and competition on middle-school students’ attitude toward mathematics using a computer-based simulation game. Journal of Computers in Mathematics and Science Teaching, 25(2), 165-195.
Whittemore, I. C. (1924). The influence of competition on performance: An experimental study. The Journal Of Abnormal Psychology And Social Psychology, 19(3), 236-253.
Yu, F. (2000). Promoting student learning and development in computer-based Cooperative learning. Paper presented at the Proceedings of the International Conference on Computers in Education/lnternationalConference on Computer-A ssisted Instruction (ICCE/ICCAI). Taiwan.