執行功能是資訊處理過程中高層次的認知能力，透過認知能力來解決問題或是達成目標，與許多日常生活的反應與思考息息相關。執行功能中的抑制和轉換，是二種基本但重要的能力。抑制則負責壓抑不相關的資訊或干擾，幫助我們在各種情況下保持冷靜與理智；轉換則掌管在任務或心理狀態之間的轉換能力，使我們能夠在應對不同情境或環境變化時，靈活調整並轉變其行為和思想。先前研究指出可以透過訓練來提升執行功能能力，像是反覆練習、漸進式挑戰以及根據認知理論設計的訓練，然而訓練常常需要仰賴重複性高的練習，如果可以提高對學習者的參與意願，進行長時間訓練，可能帶來更好的學習效果以及學習遷移。
因此，本研究聚焦於執行功能中的兩項基礎認知能力：抑制與轉換，並根據這兩項認知能力，開發「動物訓練情境」之認知訓練遊戲。因為當人們處於訓練動物或寵物的情境時，所涉及的自我調整要素，可能也適合運用於自我的認知訓練，例如：專注（注意動物反應）、監控（持續關注動物的狀態和行為）、回饋（適時給予鼓勵或獎賞等明確回饋）、調整（根據結果動態調整訓練策略）等。此外動物或寵物具有親近感，「動物訓練」提供有趣的情境可能有助於引發和維持使用動機，希望當使用者訓練動物時，也同時達到自我訓練和改善。
具體而言，本研究發展以「動物訓練」為主題的情境化訓練遊戲，遊戲情境模擬現實生活的訓練情境，例如對著寵物貓狗說出動作指令，如坐下、握手、撿球、睡覺等，以及提供不同的表演情境，像是在海洋公園參與表演。學習者以訓練者角度，依照訓練的規則，在訓練動物的過程需要抑制文字或圖片的干擾，並且依照情境轉換訓練規則和動作。再透過不同的任務關卡，持續挑戰和練習，進而增強上述兩種認知功能（抑制和轉換）。
本研究探討兩個研究問題：（1） 使用「動物訓練」情境化認知訓練遊戲，對於提升學習者執行功能之抑制與轉換能力的影響？（2） 使用「動物訓練」情境化認知訓練遊戲，對於促進學習者參與動機的影響？研究採用組內設計，對象為臺灣北部大專院校學生44人，將受試者隨機分為A、B兩組，A組先使用「動物訓練情境化」數位遊戲20分鐘，再使用「去情境」數位遊戲 （Stroop Task數位版） 20分鐘；B組順序相反，以排除時間順序所造成的潛在影像。兩組在訓練介入的前後測使用執行功能測驗，以了解學生在使用訓練遊戲後，其執行功能的抑制與轉換能力是否有所提升。最後使用學習動機問卷，收集受試者對於使用兩款數位教材的學習動機。
研究結果顯示： （1） 在使用動物訓練遊戲與去情境訓練遊戲訓練20分鐘後，兩組對學習者的執行功能之抑制與轉換能力皆有顯著進步，但兩組之間的進步幅度無顯著差異。這代表兩種數位遊戲皆可以有效提升學習者的抑制與轉換能力；（2） 在學習動機的部分，學習者使用「情境化」訓練遊戲的整體動機、注意力與相關性二個子面向均顯著高於「去情境」訓練遊戲，表示動物訓練的情境訓練遊戲，更能吸引注意力、貼近生活日常，提供更高的參與動機。

Executive function is a high-level cognitive ability involved in information processing, enabling problem-solving and goal achievement. It is closely related to daily life reactions and thoughts. Inhibition and switching are two fundamental yet critical components of executive function. Inhibition helps suppress irrelevant information or distractions, allowing us to remain calm and rational in various situations, while switching governs the ability to transition between tasks or mental states, enabling flexible adjustment of behavior and thoughts in response to changing contexts or environments. Previous studies have indicated that executive function can be improved through training, such as repeated practice, progressive challenges, and training designed based on cognitive theories. However, traditional training often relies on repetitive practice, which, if the engagement and motivation of learners can be enhanced, might lead to better learning outcomes and transfer of learning.
Therefore, this study focuses on the two basic cognitive abilities of executive function: inhibition and switching. It develops a cognitive training game set in the context of "animal training" based on these two cognitive abilities. When people are in situations where they train animals or pets, the elements of self-regulation involved may also be suitable for cognitive training. These elements include focus (paying attention to animal responses), monitoring (continuously observing the animal's state and behavior), feedback (providing timely encouragement or rewards), and adjustment (dynamically adjusting training strategies based on results). Additionally, animals or pets have a sense of closeness; the "animal training" scenario provides an interesting context that may help trigger and maintain motivation. The idea is that while users train animals, they also engage in self-training and improvement.
Specifically, this study develops a situational training game themed around "animal training." The game scenario simulates real-life training situations, such as giving commands to pet cats or dogs like sit, shake hands, fetch, and sleep, as well as different performance scenarios like participating in shows at an aquarium. Learners, in the role of trainers, need to suppress distractions from words or images during the training process and switch between training rules and actions according to the context. Through different task levels, learners continuously challenge and practice, thereby enhancing the aforementioned two cognitive functions (inhibition and switching).
This study explores two research questions: (1) What is the effect of using a situational cognitive training game themed around "animal training" on improving learners' executive function, specifically inhibition and switching abilities? (2) What is the effect of using a situational cognitive training game themed around "animal training" on promoting learners' motivation to participate? The study uses a within-subjects design with 44 college students from northern Taiwan as participants. Participants are randomly divided into two groups, A and B. Group A first uses the "animal training situational" digital game for 20 minutes, then uses the "decontextualized" digital game (Stroop Task digital version) for 20 minutes. Group B follows the opposite order to eliminate potential effects caused by the order of tasks. Both groups take executive function tests before and after the training intervention to determine whether their inhibition and switching abilities improve after using the training games. Finally, a learning motivation questionnaire is used to collect participants' motivation for using the two digital materials.
The results indicate that: (1) After 20 minutes of training with both the animal training game and the decontextualized training game, both groups show significant improvement in their inhibition and switching abilities, with no significant difference in the improvement between the two groups. This suggests that both digital games effectively enhance learners' inhibition and switching abilities; (2) In terms of learning motivation, learners' overall motivation, attention, and relevance are significantly higher for the "situational" training game compared to the "decontextualized" training game. This indicates that the animal training situational training game is more effective in attracting attention and relating to daily life, thus providing higher engagement motivation.

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