博物館參訪是廣泛而有系統的非正式學習。目前國內外的博物館導覽相關研究有許多進步空間，例如：參訪者和展物的互動層次不足，且行動導覽在提升參訪者參訪動機與情意效果有待提升，以及行動導覽應用效果之評估方法不夠嚴謹等。本研究提出遊戲式行動導覽系統，並探討本遊戲式導覽系統與傳統紙本手冊的導覽方式對於參訪者學習成效的差異，而且也探討合作式遊戲導覽對於參訪活動的影響。
　　本研究運用導覽系統於國立歷史博物館三樓唐三彩展區，以國立台灣師範大學社會教育學系之兩班學生為實驗對象。實驗組有兩組，分別為合作學習組15人，個人學習組16人，控制組則為15人。合作學習組之學生以「合作式遊戲導覽系統」進行合作式參訪，個人學習組以「個人式遊戲導覽系統」進行個人參訪，而控制組則以傳統紙本手冊進行參訪。實驗過程中收集參訪過程的影像資料、唐三彩知識前後測與態度問卷，並進行三組學習成效之分析與比較。
實驗結果顯示，採用行動導覽載具之實驗組(含合作學習組與個人學習組)較採用傳統紙本手冊之控制組與展物有較多而顯著的互動。但三組在唐三彩知識方面的進步與對於唐三彩文物的興趣提升都沒有顯著的差異。

　　Visiting museums is an extensive and systematical form of informal learning. Many issues can be observed in the currently available research studies and improvement is needed in the related fields. For instance, the level of interaction between visitors and exhibits are insufficient, mobile guiding systems should be able to promote visitors’ motivation more effectively, and evaluating methods to the effects of mobile guiding systems ought to be more rigorous. This study developed a game-based mobile guiding system in order to examine the difference between the learning effects of using mobile guiding system and traditional paper guidebook. The effects of cooperative game-based guiding system on visiting activities were also studied.
　　The research developed a mobile guiding system and applied it on the “Tang Dynasty Tri-Color Glazed Pottery” exhibition in the National Museum of History. The participants included two classes of students in the Department of Adult and Continuing Education of National Taiwan Normal University. There were two experimental groups: 15 students in the group of cooperative learning mode and 16 students in the group of individual learning mode. The control group included 15 students. The students in the group of cooperative learning mode were divided into teams of three and used the game-based guiding system during their visits in the museum. On the other hand, the students in the group of individual learning mode used the same game-based guiding system, but were not allowed to talk to other participants. The control group used the traditional paper guidebook. Each student’s visiting process was video taped. This study also collected the pre- and the post-test knowledge scores of Tang Dynasty Tri-Color Glazed Pottery. The pre- and the post-attitudinal questionnaires were implemented as well. These data were then compared and analyzed in the study.
　　The results indicate that students using the mobile guiding system in the two experimental groups (including the cooperative learning mode as well as the individual learning mode) spend more time on interacting to the exhibits, as compared to the students who use traditional paper guidebook. However, there is no significantly difference among the groups in promoting knowledge and interest on Tang Dynasty Tri-Color Glazed Pottery.

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