幾年前國外興起一陣藉由遊戲融入於學習中的遊戲化學習，國內近年來也有越來越多的實證研究陸續證實其效用，不論是在學生的學習成效、學習動機亦或是心流經驗，皆有正向之評價與結果。且藉由遊戲之特性，可讓教學者於教學時依照課程時間、環境場域、人數等進行彈性之調整。
遊戲化學習目前除了廣泛應用於普通學生以外，也有實證研究應用於特殊教育學生之學習，同樣也有正向之效果。然而研究參與者多為智能障礙、學習障礙或是自閉症等為主，鮮少以視覺障礙學生為研究參與者。因此本研究以視覺障礙學生為研究對象，參酌《十二年國民基本教育課綱》數學領綱中，等值分數之學習表現與學習目標，設計一套等值分數遊戲化教學模組，並根據視覺障礙學生之需求，為其教具教材進行調整，以符合其操作上之使用，並探究其學習成效、學習動機、心流經驗、遊戲接受度、鷹架有用性與學習行為表現等。
本研究採與準實驗設計與觀察法，研究對象為32名視覺障礙學生，分為實驗組與控制組個16人。實驗組採遊戲化學習，控制組則為一般講述式學習，同樣進行兩節課之教學研究活動。
根據統計分析與序列分析之結果，可歸納出下列五點：
一、 針對視覺障礙學生所設計之等值分數遊戲化教學模組，為考量視覺障礙學生之特質與學習需求而設計，因此其有助於提升視覺障礙學生學習等值分數概念之學習成效，並且有正向情意之展現
二、 遊戲化學習有助於提升視覺障礙學生於學習歷程中之學習動機與心流經驗。
三、 視覺障礙學生對於本研究之等值分數遊戲化教學模組具有極佳之接受度，並且認同此遊戲化學習易操作，具有用性並且富挑戰性與趣味性。
四、 本研究之依變項：學習動機、心流經驗、遊戲接受度與鷹架有用性四者彼此達正向顯著相關。
五、 實驗組學生展現多元之學習形式，如：認知概念討論、策略討論、教具檢索、正向支持與概念釐清等自主學習作為。
如能了解學生之相關障礙特質與學習需求，並依此設計適切之課程與教材教具，再搭配上遊戲化學習、小組同儕合作與鷹架支持等教學策略，則能促使視覺障礙學生有同儕間之交流互惠、正向情意之產生、多元學習形式與反思檢討，以求精進自我等積極學習之表現與行為較佳之學習歷程，亦同時提升其學習動機與心流經驗，最後反映於學習成效之進展。另，本研究亦提供對於現場教學之建議與未來研究之相關建議。

A few years ago, there was a wave of gamified learning emerging overseas, where games were integrated into the learning process. In recent years, there has been an increasing number of empirical studies in our country that have consistently confirmed its effectiveness. Whether it's in terms of students' learning outcomes, motivation to learn, or their flow experiences, all have shown positive results. Furthermore, the nature of games allows educators to make flexible adjustments in teaching based on factors such as class time, environmental settings, and the number of students.
Game-based learning is currently not only widely applied to regular students but has also been subject to empirical research in the context of special education, with similarly positive effects. However, most research participants in this area have primarily consisted of individuals with intellectual disabilities, learning disabilities, or autism, with very limited representation from students with visual impairments. Therefore, this study focuses on students with visual impairments and, taking into account the learning performance and goals related to equivalent fractions in the "Twelve-Year Basic Education Curriculum," designs a set of fraction building block games. These games have been adapted to meet the specific needs of students with visual impairments, ensuring their usability and effectiveness. The study aims to investigate their learning outcomes, motivation to learn, flow experiences, scaffolded learning, and learning behaviors.
This study adopts a quasi-experimental design and observational approach, with a total of 32 visually impaired students participating. They are divided into two groups, each consisting of 16 students: an experimental group and a control group. The experimental group engages in gamified learning, while the control group receives traditional lecture-based instruction. Both groups participate in two instructional research sessions.
Based on the results of statistical analysis and sequential analysis, the following five points can be summarized:
1. The gamified teaching module designed for visually impaired students, focusing on equivalent fractions, takes into account their characteristics and learning needs. Consequently, it contributes to enhancing visually impaired students' learning effectiveness in understanding equivalent fractions and exhibits a positive emotional expression.
2. Gamified learning assists in enhancing visually impaired students' motivation and flow experiences during the learning process.
3. Visually impaired students show excellent acceptance of the gamified teaching modules in this study. They recognize the ease of operation in gamified learning, its usefulness, and its richness in challenge and enjoyment.
4. Among the dependent variables of motivation, flow experiences, game acceptance, and scaffolding usefulness, there is a significant positive correlation.
5. The experimental group students demonstrate diverse forms of learning, such as cognitive concept discussions, strategy discussions, teaching aid retrieval, positive support, and concept clarification as autonomous learning behaviors.
Understanding students' relevant obstructive characteristics and learning needs, and designing appropriate curricula, teaching materials, and aids, coupled with strategies like gamified learning, peer group cooperation, and scaffolding support, can promote peer communication, positive emotional generation, diverse learning forms, and reflective review. This ultimately aims to enhance visually impaired students' active learning performance and behaviors, improve their motivation and flow experiences, and reflect progress in learning outcomes. Additionally, the study provides suggestions for classroom teaching and future research.

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