本研究旨在探討在數位拼圖遊戲中，從Grid Ware之離散值分析個體認知型態與遊戲策略的選擇上是否有差異。
本研究採用實地實驗法，正式研究樣本為高年級學童共210人，其中100人進行歐洲地圖版的數位拼圖遊戲，另110人進行臺灣地圖版的數位拼圖遊戲。歸納出四種主要的遊戲策略類型：1.隨機型；2.試誤修正型；3.分析演繹型；4.固著型。
根據實驗結果發現：1.場地獨立型學童的數位拼圖遊戲成績顯著高於場地依賴型學童。2. 學童認知型態與提示按鈕次數有差異：愈傾向場地獨立型的學童，使用提示按鈕次數愈少；愈傾向場地依賴型的學童，使用提示按鈕次數愈多。3. 不同認知型態的學童，其遊戲策略關卡選擇的離散值無顯著差異。4.場地獨立型的學童對於難度高的關卡選擇次數高於場地依賴型的學童。5. 場地獨立型的學童與場地依賴型的學童在數位拼圖遊戲策略類型上有差異：場地獨立型且策略成功，遊戲策略以分析演繹型為主進行挑戰難度高的關卡，且無隨機型；場地依賴型且策略失敗，其遊戲策略主要以演繹型及試誤修正型進行難度低的關卡。

In this research, focus on using Grid Ware dispersion to analyze the achievement on different game strategies with regard to the participants’ different cognitive styles in the computer-based jigsaw game. By using field experiment, the research included 210 K5 students as experimental subjects, of which 100 students are tested by Europe map jigsaw version, and the others are tested by Taiwan map jigsaw version. The type of game strategies can be classified into: 1. Trail and error thinking; 2. Heuristic thinking; 3. Analogical thinking; 4. Fixated thinking in this study.
The experimental results indicated: 1. In general, the scores that field independent (FI) student obtained in jigsaw game are significant higher than that of field dependent (FD) student obtained. 2. The cognitive style of students is related to the number of using cue (miniature map). The more FI tended student will use the less cues; whereas, the more FD tended student will use the more cues. 3. In using dispersion to analyze game strategies with regard to cognitive styles are no significant differences. 4. The frequencies of selecting high challenge games (6*6 pieces) by FI students is higher than that by FD students. 5. As FI student with higher score, their game strategy is mainly depending on “Analogical thinking” to high challenge game; on the other hand, if the FD student with lower score, their game strategies are inclined to apply “Analogical thinking and Heuristic thinking” to low challenge game.

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