本研究的目的是依據心算教學所面臨問題、影響心算能力的認知理論以及多媒體學習軟體設計理論等，來設計開發心算多媒體遊戲教材，並探討多媒體遊戲教材對國小二年級學生心算能力之影響。
本研究以桃園縣大勇國民小學六十四名二年級學生為對象(男生33名，女生31名)，研究採用前測-後測不等組設計。研究中將受試者以班級為單位隨機分派為實驗組(二年六班)，和控制組(二年八班)，其中實驗組32名，男生17名，女生15名；控制組32名，男生16名，女生16名，實驗組採用自行發展的心算多媒體遊戲教材進行教學。
前後測以根據心算相關研究所設計之測驗施測，內容為：心算所能到達的數字範圍、以聲音呈現題目方式下的心算能力、及心算的速度。本研究於後測後對實驗組實施問卷調查以分析使用者對於心算多媒體遊戲教材的接受程度與教材是否有促進其動機的因素。
研究結果顯示：以本研究自行開發的心算多媒體遊戲為教材的國小二年級兒童較未使用者在心算階層-進位、聽覺心算測驗、心算速度-困難與心算速度-進位等測驗中，有顯著的進步；對心算階層-容易、心算階層-困難與心算速度-容易的測驗成績則無顯著提昇效果。
由問卷調查的結果得知，受試者對本研究自行開發的心算多媒體遊戲教材最喜愛的單元為高空彈跳、次為打擊野狼，而喜愛比例最大的原因為有挑戰性。受試者最不喜歡的單元為記憶考驗，而不喜歡比例最大的原因為難度過高。
關鍵詞：心算、認知歷程、心算策略、多媒體教材、電腦遊戲。

According to the issues of mental computation instruction, the cognition theory about mental computation abilities, and the designing theory of multimedia learning software, the purpose of this research is to design and develop multimedia games for mental computation; and evaluate their effects on second-grade students.
64 second-grade students (33 boys and 31 girls) from an elementary school in Taoyuan City participated this experiment. This study adopted a “non-equivalent pretest-posttest quasi-experimental design”. The subjects were divided into two groups through random assignment. There were 32 students in the experimental group, including 17 boys and 15 girls, and also 32 students in the control group, including 16 boys and 16 girls. The experimental group used the multimedia games material for mental computation.
According to relevant theories about mental computation, the content of this tests includes: the number-range of mental computation, the performance of oral presented problems, and the speed of mental computation. After the posttest, the researcher surveyed the experimental group by questionnaire to analyze users' acceptance of the multimedia teaching materials for mental computation, and if these teaching materials promoted students’ learning.
The results analyzed by one-way ANOCVAs are as follows: the experimental group showed significant effects on tests of ‘level test-carry’, ‘oral test’, and ‘speed test-hard’, and ‘speed test-carry’. There were no significant effects on tests of ‘level test-easy’, ‘level test-hard’, and ‘speed test-easy’.
According to the attitude survey, the most favorable part of the multimedia games for mental computation designed by researcher was “bungee-jumping”, the second was “defeat the wolves”, and that was because these two were challenging. And the most unfavorable part was “memory challenge”, because it was too difficult.
Keywords: mental computation, cognitive processing, strategy of mental computation, gamed-based learning software

游清香(民83)。淺談心算。中華珠算學術研究學會年刊，1期。
李孟達(民90)。幼兒分類概念多媒體遊戲教材的設計與應用研究。國立台灣師範大學資訊教育所碩士論文。
吳振銘(民90)。透過遊戲式學習軟體來發展幼兒數字概念。國立台灣師範大學資訊教育所碩士論文。
李偉旭(民88)。電腦遊戲學習軟體與內在動機因素－以英語幼教光碟的學習為例。國立台灣師範大學資訊教育所碩士論文。
黃瑞琴(民83)。幼稚園的遊戲課程。台北：心理出版社。
方郁琳(民90)。幼兒電腦教學：觀點論。社會科學學報，9期，45-64。
孫春望(民87)。1997童話幻想曲：合作式電腦遊戲設計。教學科技與媒體，37期，2-9。
Adams, J. W., & Hitch,G. J.(1997). Working memory and children’s mental addition. Journal of Experimental Child Psychology, vol. 67, p21-38.
Blote, A. W.,Klein, A. S., & Beishuizen, M.(2000). Mental computation and conceptual understanding. Learning and instruction, vol. 10, p221-247.
Carroll, W. M.(1996). Mental computation of students in a reform-based mathematics curriculum. School Science and Mathematics, vol. 96, No. 6,p305-11.
Dempsey, J. V., Lucassen, B., Haynes, L., & Casey, M.(1996). Instructional applications of computer games.(ERIC Document Reproduction Service No.ED193584).
Dempsey, J. V., Rasmussen, K., & Lucassen, B.(1994). Instructional gaming：implication for technology.(ERIC Document Reproduction Service No.EJ368345).
Gathercole, S. E., & Pickering, S. J.(2000). Assessment of working memory in six-and seven-year-old children. Jounal of Educational Psychology, Vol.92, No.2,p377-390.
Groen, G.. J., & Parkman, J. M.(1972). A chronometric analysis of simple addition. Psychological Review, Vol.79,No.4,p329-343.
Hannafin, M. J. Empirically-based guidelines for the design of interactive multimedia. ETR&D,Vol.41,No.3,p63-85.
Hope, J. A.(1987). A case study of a highly skilled mental calculator. Journal for Research in Mathematics Education, vol.8, No. 5.
Hope, J. A.,& Sherrill, J. M.(1987). Characteristics of unskilled and skilled mental calculators. Journal for Research in Mathematics Education, vol. 18, No.2, p98-111.
Klawe, M. M.(1998). When does the use of computer games and other interactive multimedia software help students learn mathematics? Available from http://taz.cs.ubc.ca/egems/home.html
Reys, J. B., Reys, R. E., & Hope, J. A.(1993). Mental computation: A snapshot of second,fifth and seventh grade student performance. Mental Computation,Vol.93,p306-314.
Reys, R. E.(1984). Mental computation and estimation: Past, present, and future. Elementary School Journal, vol. 84, No. 5, p547-57.
Reys, R. E.(1985).Testing mental-computation skills. Arithmetic Teacher, vol. 32, No. 3, p14-16.
Reys, R. E., Reys, B. J., Nohda, N., & E (1995). Mental computation performance and strategy use of japanese students in grades 2, 4, 6, and 8. School Science and Mathematics, vol. 93 , No. 6.
Rubenstein, R. N.(2001). Mental mathematics beyond the middle school. Mathematics Teacher, Vol.94.Issue6,p442-446.
Koyama, M.(1994). Research into relationship between the Computational estimation ability and strategy and the mental computation ability: analysis of a survey of the fourth, fifth, and sixth graders in japan. Hiroshima Journal of Mathematics Education, vol. 2 , p35-44.
McIntosh, A., And Others(1995). Mental computation in school mathematics: preference, attitude and performance of students in years 3, 5, 7, and 9. Mathematics Teaching in the Middle School, vol. 2, No 5, p322-27.
Moreno, R., & Mayer, R. E.(1999). Multimeda-supported metaphors for meaning making in mathematics. Cognition and aInstruction, vol.17,No.3,p215-248.
Ostler, E.(2001).A study of visual models on mental computation of fractions for pre-service elementary teachers. Education, Vol.116, No,1.p137-141.
Piaget, J. (1962). Play, dreams and imitation in childhood. NY: Norton.
Perry, B. K.(2000). Patterns for giving change and using mental mathematics. Teaching Children Mathematics, Vol.7, Issue 4,p196-200.
Wheatley, G. H., & Shumway, R.,(1992). The potential for calculators to transform elementary school mathematics.In J. T. Fey & C. R. Hirsch,eds.,Calculators in Mathematics Education:1992 Yearbook(pp.1-8). Reston, VA: The National Council of Teachers of Mathematics.