本研究旨在透過遊戲式學習，探討智能障礙學生在學習職場友善性別教育的學習成效、學習動機、心流、遊戲接受度以及學習行為模式。本研究採量化研究及序列分析，研究對象分為實驗組（遊戲式學習）與控制組（一般講授式教學），最後收取實驗組19位，控制組18位，共計37名學生，進行前、後測之準實驗研究。透過SPSS23與MEPA分析後，得到以下結果：
一、實驗組與控制組學生在組內的學習成效無顯著差異。
二、實驗組與控制組學生在組間的學習成效與學習動機後測皆無顯著差異。
三、實驗組學生在心流狀態與遊戲接受度，以及學習動機與遊戲接受度具有正相關。
四、在實驗組學生的學習行為模式中發現，在遊戲式學習的情境，能提升智能障礙學生產生更多有關於規則策略、基礎與後設認知的相關討論，進而產生更佳的專注力或是正向情意表現。
五、在高、低心流組學生的行為模式中發現，高心流組學生有更多的高層次後設認知或是有關於規則、策略的討論，且有較多展現注意力的行為及正向情意表現，以及能出現較多主動回應老師提問的行為序列，而低心流組則較少，且分心行為會持續不斷出現。

This study aims to explore the learning effectiveness, learning motivation, flow experience, game acceptance, and learning behavior patterns of students with intellectual disabilities in workplace-friendly gender education through game-based learning. The study adopts a quantitative research approach and sequential analysis, dividing the subjects into an experimental group (game-based learning) and a control group (traditional lecture-based teaching). A total of 37 students participated, with 19 in the experimental group and 18 in the control group. A quasi-experimental study with pre- and post-tests was conducted. After analysis using SPSS23 and MEPA, the following results were obtained:
1. There was no significant difference in learning effectiveness within both the experimental and control groups.
2. No significant differences were found in post-test learning effectiveness or learning motivation between the experimental and control groups.
3. There was a positive correlation between flow experience and game acceptance, as well as between learning motivation and game acceptance in the experimental group.
4. In the learning behavior patterns of students in the experimental group, it was found that game-based learning contexts can enhance discussions related to rule strategies, basic, and metacognitive processes, which, in turn, lead to greater focus and positive emotional expressions.
5. In the behavioral patterns of students in the high-flow and low-flow groups, it was found that students in the high-flow group engaged in more higher-level metacognitive discussions or discussions about rules and strategies, showed more attentive behaviors, and exhibited positive emotional expressions. They also demonstrated more sequences of actively responding to teachers' questions. In contrast, students in the low-flow group exhibited fewer of these behaviors, with distracted behavior frequently recurring.

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