近年興起的遊戲式學習，不少研究指出遊戲式學習有助於提升研究參與者的學習成效、動機等效益，其中桌上遊戲在遊戲規則、時間、參與人數等亦有著高度彈性之優點，非常適合運用於教學現場。
但目前較少針對職業教育相關課程進行遊戲式學習之教學，及為智能障礙學生設計一套職業教育桌上遊戲。因此，本研究以市面上現有的桌上遊戲118人力銀行，進行牌卡的修改與遊戲機制的調整，以符合智能障礙學生遊玩的桌上遊戲來作為教學媒材，並探究其學習成效、心流經驗、學習動機、遊戲接受度，及學習行為模式之表現。
本研究採用準實驗設計，研究對象為32名臺灣北部兩所就讀於高職的智能障礙學生並分為實驗組和控制組各16名。實驗組採遊戲式學習，控制組則接受一般講授方式，以進行各兩節職業知識教學。
從統計分析之研究結果，可歸納以下四點：
一、針對智能障礙學生之學習特質所設計的教學活動，亦有助於提升其學習成效並產生正向情意表現。
二、遊戲式學習有助於促進職智能障礙學生的學習動機、心流經驗並可降低其分心行為之比率。
三、智能障礙學生對於本研究所使用的「職業教育桌上遊戲」具有極高之接受度，亦顯示該桌上遊戲具備有用性、易用性及遊戲元素之三大向度之機制。
四、在依變項學習成效-後測、學習成效-延宕後測、心流經驗、學習動機、遊戲接受度中，除學習成效-延宕後測和心流經驗無顯著相關，其他變項彼此皆為顯著正相關。
從序列分析結果探討實驗組的學習行為模式，可歸納以下三點：
一、遊戲式學習提供智能障礙學生主動嘗試多元學習方法（如：牌卡文字線索、牌卡圖案線索、影片線索、知識討論、策略討論等學習方式）之機會。
二、高學習成效組會出現反思討論的行為表現，而低學習成效組的學習效益較為不佳。
三、高心流經驗組相較於低心流經驗組，更傾向嘗試多種策略答題，如：持續知識討論、知識討論轉換至策略討論、策略討論轉換牌卡操作，且高心流經驗組在分心後，仍可回到活動知識上繼續討論。
針對相關障礙特質所設計的教學活動是有助於提升智能障礙學生的學習成效，加上遊戲式學習與同儕協作機制的優點，可引發智能障礙者的學習動機、與同儕互動交流、正向情意產生、多元策略嘗試與反思等較為積極的學習行為與表現。此外，本研究也提出教學實務、未來研究之相關建議。

Game-based learning has become popular recently, it has been indicated by researchers that participants could have improvement in learning effectiveness, concentration, and other benefits. The advantage of board games is high flexibility in game rules, time, and attendance. It is highly suitable for operation in teaching sites.
Game-based learning for vocational education courses and vocational education board games is suitable for students with intellectual disabilities, but in reality this not available to all. Therefore, this research modified cards and adjusted game mechanics of board game from 118 Human Resource Bank to accommodate students with intellectual disabilities to learn by this teaching tool. In addition, it explores their learning effectiveness, flow experience, learning motivation, game acceptance, and learning behavior patterns.
This research adopted a quasi-experimental design. The research subjects were 32 students with intellectual disabilities from two vocational high schools in Northern Taiwan. They were divided into an experimental and control group of 16 students each. The experimental group and control group conducted two vocational knowledge teaching activities separately; the former used game-based learning and the latter used a lecture method.
According to the research results of statistical analysis, the following four points can be summarized:
1. The learning activities designed for students with intellectual disabilities based on their learning characteristics which can improve their learning effectiveness and produce positive affection.
2. Game-based learning not only helps promoting learning motivation and flow experience but also reduces the frequency of distracted behavior of students with intellectual disabilities.
3. The students with intellectual disabilities greatly accept the "Vocational Education Board game" in this research, which indicates that it has three dimensions of practicability, usability, and game elements.
4. Dependent variables include learning effectiveness posttest, learning effectiveness delayed posttest, flow experience, learning motivation, and game acceptance. All dependent variables have significant positive correlations with each other, except for learning effectiveness delayed posttest which has barely correlation with flow experience.
According to the sequential analysis results to discuss the learning behavior pattern of the experimental group, the following three points can be summarized:
1. Game-based learning provides students with intellectual disabilities an opportunity to try multiple learning ways actively (e.g. text clues in cards, picture clues in cards, film clues, knowledge discussions, and strategy discussions).
2. The high-learning effect group has the behavior of reflection and discussion; on the contrary, the learning effect of the low-learning effect group is relatively poor.
3. Compared with the low-flow experience group, the high-flow experience group inclines to try multiple strategies to answer questions (e.g. continuous knowledge discussions, the transform of knowledge discussions to strategy discussions, and the transform of strategy discussions to cards using), and they can continuously knowledge discuss after being distracted in the learning activities.
The vocational knowledge teaching activities which practically designed for students with intellectual disabilities can improve their learning effectiveness. The advantages of game-based learning and peer collaboration mechanisms can them lead to improve learning behaviors and performances, such as learning motivations, interactions with peers, positive affections, multi-strategy attempts, and reflections. Additionally, this study gives relative suggestions for teaching practice and future research.

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