本研究設計國小六年級數學領域等值分數單元的學習遊戲「Frac Dash」，檢驗國小學生使用Frac Dash遊戲策略學習等值分數概念的成效、表徵轉換能力、並探討國小學生對Frac Dash學習遊戲與對數學學習的態度。
研究採準實驗設計，研究參與者為台北市某公立小學六年級學生共112名，實驗組57人使用遊戲策略、控制組55人使用虛擬教具策略進行等值分數概念的學習，所有參與研究的六年級學生皆已有「等值分數」的學習經驗。以前測與後測檢證學生的學習成就與表徵轉換能力，以問卷的數據結果歸納學生對Frac Dash與數學學習的態度。
研究結果顯示(1) 使用Frac Dash遊戲學習等值分數的學生之學習成就顯著優於使用虛擬教具的學生（p=.041<.05）。(2) 在文字轉文字、文字轉圖形及圖形轉文字三方面的表徵轉換能力皆有顯著的改變（S→S, p=.000; S→P, p=.000; P→S, p=.000）。(3) 使用Frac Dash遊戲的學生，在遊戲態度中對遊戲的控制與遊戲難度、遊戲元素設計、遊戲故事、遊戲畫面與音樂與遊戲介面設計等面向持正向看法，平均介於3.04～3.74之間；數學學習態度中對遊戲策略、遊戲回饋與整體態度皆持正向看法，平均介於3.14～3.70之間。

The purpose of this research was to develop a mathematics learning game named “Frac Dash” focusing on equivalent fraction concept learning, and to examine students’ performance and representational fluency in equivalent fraction. Students’ attitude toward Frac Dash game and toward mathematical learning were also analyzed.
Quasi-experiment design was implemented. There were 55 students in the control group using the virtual manipulative, while 57 students in the experimental group using gaming strategy to learn the equivalent fraction concepts. Both groups of students already have prior knowledge about equivalent fraction concepts. Data sources included a pretest and a posttest of students’ equivalent fraction concepts and a student attitude survey.
The results indicated that (1) Students’ performance using Frac Dash game were better than students’ performance using virtual manipulative (p=.041<.05). (2) Experimental group has significant improvement on the transformation from symbolic(S) to symbolic representation, transformation from pictorial(P) to symbolic representations and translations from pictorial to pictorial representations (S→S, p=.000; S→P, p=.000; P→S, p=.000). (3) According to the survey, students gave positive feedback to math game. Students also had positive attitudes toward using the Frac dash game to learn fraction concepts.

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