COVID-19疫情時期，教學者開始主動接觸許多科技軟體，發現科技遊戲運用於音樂元素之教學中，不但活化了傳統音樂知識的教授方式，更引發教學者願意嘗試數位音樂軟體融入教學的各種可能性；國中音樂課程內容中，離不開節奏教學，因為節奏是音樂構成的主要元素之一。本音樂課研究教師一直在尋找學習者感興趣的數位節奏學習工具，發現了「The Rhythm Trainer APP 節奏訓練員」，它不僅能示範各種節奏型態，也讓學習者能隨時練習及評量進步與否，在反覆修正的練習過程中，提升學習表現。此研究採時間序列單組前後測設計，於執行研究前將確認研究之假說，再進行探討學習者在「The Rhythm Trainer APP」遊戲執行時，其節奏知識學習與內在的情緒波動與學習表現之相關。此項研究是以臺北市某國中八年級學生為對象，設計八堂課音樂課程中進行六次設定範圍之節奏教學與學習的操作；依照遊戲軟體每堂練習的結果與學生填答問卷的狀態進行資料分析，有效樣本136份。問卷的內容參閱相關之文獻後進行調整，其內容包含「成就動機」、「玩遊戲之自我效能」、「遊戲焦慮」、「遊戲興趣」與「學習價值」及「學習表現」之構面進行分析，再歸納出以下幾點結論：
（一） 成就動機與遊戲焦慮具有正相關。
（二） 成就動機與遊戲興趣具有正相關。
（三） 玩遊戲自我效能與遊戲焦慮具有正相關。
（四） 玩遊戲之自我效能與遊戲興趣呈正相關。
（五） 遊戲焦慮與學習價值無顯著相關。
（六） 遊戲興趣與學習價值具正相關。
（七） 學習價值與學習表現具正相關。
（八） 學習焦慮經由學習價值中介與學習表現無顯著相關。
（九） 學習興趣經由學習價值中介與學習表現具負相關，獲得支持。
根據所有構面實際執行後再將其作相關分析發現，以「The Rhythm Trainer APP」遊戲軟體進行音樂節奏教學，學習者之學習表現明顯進步。

During the epidemic, teachers began to actively engage with many technological software and found that the application of technological games in the teaching of music elements not only activated the traditional teaching method of music cognitive knowledge, but also inspired teachers to be willing to try various possibilities of integrating digital music software into teaching. nature; in the content of junior high school music courses, rhythm teaching is inseparable, because rhythm is one of the main elements of music. The teacher in this study has been looking for digital rhythm learning tools that learners are interested in, and discovered the " The Rhythm Trainer APP ", which not only demonstrates various rhythm patterns, but also allows learners to practice and evaluate progress at any time. No, improve your learning performance during the practice of repeated revisions. This study uses a time-series single-group pre-test and post-test design to confirm the research hypothesis before conducting the study and then explore the relationship between learners ' rhythm knowledge learning and internal emotional fluctuations and learning performance when the " The Rhythm Trainer APP" game is executed. This study is based on the eighth grade students of a junior high school in Taipei City. It conducts six teaching and learning operations in eight classes. The data is analyzed based on the results of each class exercise of the game software and the status of students filling in the questionnaire. It is effective There are 136 samples in total. The content of the questionnaire was adjusted after referring to relevant literature. The content includes the constructs of "achievement motivation", "self-efficacy for playing games", "game anxiety", "interest in games", "learning value" and "learning performance". Analyze the above and draw the following conclusions:
1. Achievement motivation is positively related to gaming anxiety.
2. Achievement motivation is positively related to game interest.
3. Gaming self-efficacy is positively correlated with gaming anxiety.
4. Game playing self-efficacy is positively related to game interest.
5. Game anxiety is not significantly related to learning value.
6. Game interest is positively related to learning value.
7. Learning value is positively related to learning performance.
8. Learning anxiety is negatively related to learning performance via the mediation of learning value.
9. Learning interest is not significantly related to learning performance via the mediation of learning value.
Based on the relevant analysis after the actual implementation of all aspects, it was found that using the " The Rhythm Trainer APP" game software for music rhythm teaching, learners' learning performance improved significantly.

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