透過遊戲式學習的方式進行職涯探索課程，可望讓學習者能融入桌上教育遊戲情境，並透過角色任務針對職業知識進行深入的思考。這個研究運用桌上教育遊戲及認知機制，將遊戲式學習及學習目標作結合，來提昇更高層次的認知學習。因傳統以講述為主的職涯探索，對於自閉症高中學習者的學習成效與動機可能有其限制。
本研究使用桌上教育遊戲「118人力銀行—職涯探索」來進行職涯探索的教學。此桌上教育遊戲整合職涯探索中相關的職業工作及職業興趣性格特質相關知識，提供故事情境與任務挑戰，來輔助學習者學習。本研究邀請臺灣北部普通型高中32位自閉症學習者為研究對象 (實驗組16位、控制組16位)，藉由實徵研究量化分析方法探討學生的學習成效、學習動機、心流狀態、接受度及學習行為模式。
故本研究目的為：
一、 探討自閉症高中生在職涯探索課程「人力銀行—職涯探索」的學習成效、動機、心流狀態和遊戲接受度以及其差異。
二、 探討實驗組中的高/低學習成效學習者在學習動機、心流狀態和遊戲接受度的差異。
三、 探討實驗組中的高/低心流狀態學習者在學習成效、學習動機與遊戲接受度的差異。
四、 探討以遊戲式學習活動融入職涯探索課程「人力銀行—職涯探索」的學習成效、動機、心流狀態和遊戲接受度之間的關係。
五、 探討實驗組學習者在遊戲式學習活動融入職涯探索課程「人力銀行—職涯探索」中的學習行為模式及差異；以及探討遊戲式學習於自閉症學生之溝通互動、主動與他人合作與共同性注意的情形。
六、 探討實驗組中的高/低心流狀態學習者在學習行為模式上的差異。

經資料蒐集與分析後發現，實驗組學習者在學習成效上有顯著進步，但控制組學習者則無達到顯著進步。實驗組及控制組學習者，在學習動機上皆有顯著進步；不論在學習成效或學習動機，兩組皆未達顯著差異。本研究也發現，實驗組學習者的「整體心流狀態」、「心流先決因素」以及「心流經驗」的平均表現皆顯著高於中位數；實驗組學習者在遊戲中的「整體接受度」、「遊戲有用性」及「遊戲元素」的平均表現都顯著高於中位數，但「遊戲易用性」未達顯著。相關性方面，學習動機與心流狀態呈現高度相關，學習動機和遊戲接受度呈現高度相關。此外，在學習行為序列模式方面可發現，實驗組學習者在「閱讀卡牌資訊」以及「核對配對結果」的行為之後，會顯著產生有關學習的討論；而本研究依據實驗組學習者不同心流程度來進行行為序列模式分析，發現高心流組學習者較能透過溝通互動、與他人合作的討論，來促進學習者在參與遊戲時能有較高的自我掌控感、較清楚的學習目標以及心流狀態；低心流組則是與他人溝通互動、合作的經驗較少。
本研究使用行為序列模式分析的深入研究方法探索學生的互動模式，研究結果發現，小組合作的遊戲式學習教育活動確實可幫助自閉症高中生溝通互動、主動與人合作及共同性注意力等學習行為。建議在教學實務上可採用小組合作模式的遊戲式學習教育活動，來協助自閉症高中生在溝通互動、主動與他人合作以及共同注意力等需求。透過小組合作模式的遊戲式學習，自閉症高中生可在遊戲過程的閱讀卡牌資訊以及配對組合卡牌的檢核之後，自發性地產生組內與組間的溝通互動、主動與他人合作及共同注意力等行為，這是本研究非常獨特與重要的發現。本研究最後也將提出未來研究及教學實務的相關建議。

If the career exploration is carried out in the form of activities, through the game-based learning board game, it is expected that learners can integrate into the board game situation and conduct in-depth thinking on professional knowledge through role tasks. This research used board games and cognitive mechanisms to combine game-based learning and learning objectives to enhance higher-level cognitive learning. The traditional lecture-based career exploration may have its limitations on the learning motivation and learning effectiveness of high school learners with autism.
This research used a board game "118 Manpower Bank—Career Exploration board Game". This board game integrated related knowledge about occupational work and interests and personality traits in career exploration, and provided story situations and task challenges to assist learners. The subject of this research included 32 learners with autism from regular high schools in a county in northern Taiwan ( 16 learners in the experimental group and 16 learners in the control group). This research used empirical quantitative research analysis method to explore students' learning effectiveness, learning motivation, flow experiences, acceptance and learning behavior model.
The purposes of this research are as follows :
1. Exploring the learning effectiveness, motivation, flow state and game acceptance of high school students with autism in the career exploration course "Human Banking - Career Exploration" and their differences.
2. Exploring the differences in learning motivation, flow state and game acceptance of high and low learning effectiveness learners in the experimental group.
3. Exploring the differences in learning effectiveness, learning motivation and game acceptance of high/low flow state learners in the experimental group.
4. Exploring the relationship between learning effectiveness, motivation, flow status and game acceptance of the career exploration course "Human Banking-Career Exploration" through game-based learning activities.
5. Exploring the learning behavior patterns and differences of the learners in the experimental group when game-based learning activities are integrated into the career exploration course "Human Banking - Career Exploration"; and to explore the situation of game-based learning in the communication and interaction, active cooperation with others and common attention of autistic students.
6. Exploring the differences in the learning behavior patterns of the high/low flow state learners in the experimental group.

After data collection and analysis, this study find that the learners in the experimental group make significant progress in learning effectiveness, but the learners in the control group don’t achieve significant progress; the learners in both the experimental group and the control group have significant progress in learning motivation; There is no significant difference between the two groups in terms of learning effectiveness or motivation. This study also find that the average performance of "overall flow status", "flow pre-factors" and "flow experience" of learners in the experimental group are significantly higher than the median; The average performance of "Overall Acceptance", "Game Usefulness" and "Game Elements" are significantly higher than the median, but "Game Usability" isn’t significant. In terms of correlation, learning motivation is highly correlated with flow state, and learning motivation is highly correlated with game acceptance. In addition, in terms of learning behavior sequence patterns, it can be found that after the behaviors of "reading card information" and "checking matching results", students in the experimental group will significantly generate discussions about learning; In this study, the behavior sequence pattern analysis is conducted based on the different flow levels of the learners in the experimental group, and it is found that the learners in the high flow group are more able to promote the learners to participate in the game through communication, interaction and cooperative discussions with others. Self-control, clearer learning goals, and flow state; the low flow group have less experience in communicating, interacting, and cooperating with others.
This study used the in-depth research method of behavioral sequence pattern analysis to explore the interaction patterns of students. The results of the study find that the game-based learning educational activities of group cooperation can indeed help high school students with autism to communicate, interact, actively cooperate with others, and pay attention to each other. It is suggested that the group cooperation mode of game-based learning and educational activities can be used in teaching practice to assist high school students with autism in their needs for communication and interaction, active cooperation with others, and joint attention. After reading the card information during the game and checking the paired and combined cards, high school students with the autism can spontaneously generate behaviors such as communication and interaction within and between groups, active cooperation with others, and joint attention, this is a very unique and important finding of this study. The study concludes with recommendations for future research and teaching practice.

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