規律且適當運動有助於降低身心障礙者疾病罹患率，並能有效改善身體機能及延緩老化速度。本研究旨以遊戲式學習方式，探討智能障礙成人透過桌上型牌卡學習健康運動知識之相關成效。本研究為準實驗研究，分為實驗組16人及控制組16人。實驗組以桌上型牌卡作為教學輔具的遊戲式學習方式教學，控制組則以一般講授方式教學相同知識內容。透過量表問卷分析實驗組與控制組在學習成效及學習動機組內及組間差異性，並探討實驗組在遊戲活動過程心流經驗及鷹架使用情形。教學活動過程以錄影方式記錄學習行為，透過行為序列分析方法 (Behavior Sequential Analysis) 比較實驗組與控制組間學習行為模式差異。
根據資料分析結果，本研究結果歸納為以下三點：
一、實驗組於學習成效前後測得分達顯著差異，且心流經驗及學習動機皆於中位數檢定結果達顯著差異。結果顯示遊戲式學習有效提升智能障礙成人學習成效、心流經驗及學習動機。
二、根據鷹架使用經驗量表結果顯示，以多元鷹架 (圖片視覺提示、QRcode影片提示、同學協助、文字提示) 融入遊戲式學習有助於提升智能障礙成人學習策略規劃與問題解決能力，且使用圖片視覺提示及簡短文字提示，更能有效協助智能障礙者理解知識及指令內容。
三、行為序列分析結果顯示，實驗組與控制組在離題行為上具有顯著差異，亦即實驗組有較少的離題行為。本結果顯示，相較於一般講授式教學，遊戲式學習能減少學習過程中的分心行為。此外，實驗組在學習行為上有較多的基礎及進階認知討論行為，且傾向聆聽同儕分享共同討論學習策略。

Regular and appropriate exercise helps reduce the disease incidence rate among individuals with physical and intellectual disabilities, effectively improves physical function, and slows the aging process. This study aims to explore the effectiveness of game-based learning in helping adults with intellectual disabilities acquire health and exercise knowledge through board games.
This quasi-experimental study involved 16 participants in the experimental group and 16 in the control group. The experimental group was taught using a game-based learning approach with board games as teaching aids, while the control group was taught the same content through traditional lecture-based methods. Questionnaire surveys were used to analyze intra-group and inter-group differences in learning outcomes and learning motivation. Additionally, the study examined the flow experience and scaffolding usage of the experimental group during the game activities.
Learning behaviors during the teaching activities were recorded on video, and behavioral patterns between the experimental and control groups were compared using the Behavior Sequential Analysis method.
Based on data analysis, the findings of this study are summarized as follows:
1. The experimental group showed significant differences in pre-test and post-test scores for learning outcomes. Additionally, flow experience and learning motivation demonstrated significant differences in median test results. These findings indicate that game-based learning effectively enhances learning outcomes, flow experience, and learning motivation among adults with intellectual disabilities.
2. According to the scaffolding usage experience questionnaire, integrating multiple scaffolding supports (e.g., visual prompts using images, QR code video prompts, peer assistance, and textual hints) into game-based learning helps improve the learning strategy planning and problem-solving abilities of adults with intellectual disabilities. Visual prompts using images and brief textual hints were particularly effective in assisting individuals with intellectual disabilities in understanding knowledge and instructions.
3. Behavioral sequence analysis results revealed significant differences in off-task behaviors between the experimental and control groups, with the experimental group exhibiting fewer off-task behaviors. These results suggest that, compared to traditional lecture-based teaching, game-based learning reduces distractions during the learning process. Furthermore, the experimental group engaged in more foundational and advanced cognitive discussion behaviors and tended to listen to peers' sharing and participate in collaborative discussions on learning strategies.

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