本研究旨在探討國中八年級學生以電腦RPG遊戲式教學模組進行教學後，學生於教學後對環境保育及海洋保育之認知、態度及行為改變情形。本研究採準實驗研究法，對象為新竹縣某國中八年級學生共4個班級117人，採隨機分配為實驗組兩班及對照組兩班，實驗組部分，研究者以Fish Banks遊戲理念為改編基礎，設計編寫電腦RPG遊戲海洋爭霸戰進行教學，而對照組則為傳統講授式教學，研究工具為自編環境教育與海洋教育問卷及各面向分量表，分量表設計構念依據教育部環境議題分為(一)探討學生環境覺知與敏感度面向改變之情形、(二)探討學生環境概念知識內涵改變情形、(三)探討學生環境價值觀與態度改變之情形、(四)探討學生環境行動技能改變情形、(五)探討學生環境行動經驗之改變、(六)探討學生學習環境課程興趣之改變。
本研究以ANCOVA進行分析組別與前後測成績之關係，實驗結果發現在環境教育五項能力指標中，環境覺知與敏感度、環境概念知識內涵、環境行動經驗面向，採用電腦RPG遊戲式教學之組別進步達到顯著，而使用傳統講授式教學之組別進步則未達顯著；在環境價值觀與態度、環境行動技能面向，採用電腦RPG遊戲式教學之組別與採用傳統講授式教學之組別進步皆達顯著，其中電腦RPG遊戲式教學進步分數較傳統講授式教學更高，且在環境教育與海洋教育問卷上各題皆有水平遷移之現象；在學習環境課程興趣改變之面向，採用電腦RPG遊戲式教學之組別進步達到顯著，而使用傳統講授式教學之組別進步則未達顯著。
綜上所述，本研究開發電腦RPG遊戲式教學模組對於國中八年級學生在環境保育之認知、情意及技能等皆有正向之影響。

This study aimed to investigate the effect of computerized RPG game-based teaching model, which focus on environmental issues and marine issues, on eighth graders. According to the syllabus released by ministry of education, the curriculum of environmental issues is composed of environmental sensitivities, environmental concepts, environmental attitudes, environmental actions, and environmental experiences. The participants were 117 eighth students separated to four classes from a junior school at Hsinchu city.
The results showed that the students taught by computerized RPG game-based teaching model made progress on environmental sensitivities, environmental concepts, and environmental experiences, and were also better than the students taught by traditional lecture-style teaching. Second, it find that the students both taught by computerized RPG game-based teaching model and traditional lecture-style teaching made progress on environmental attitudes, environmental actions. And it also find that the scores ,which equal to the post-scores minus pretest-scores on these two capability indexes, the students taught by computerized RPG game-based teaching model, are higher than the others. On these two capability index, we can also find that horizontal transfer happened on the students taught by computerized RPG game-based teaching model. Third, we find that students taught by computerized RPG game-based teaching model have much more interested on environmental conservation curriculum than taught by traditional lecture-style teaching. To conclude, students taught by computerized RPG game-based teaching model had positive effects on environmental sensitivities, environmental concepts, environmental attitudes, environmental actions, environmental experiences, and learning interest.

王子華. (2002). 網際網路教學環境之後設認知策略設計對於大學學生學習效益之影響.
王式儀. (2015). 5E學習環模式應用於全球暖化教學之概念、態度、行為意向成效評估.
台灣環境資訊協會. (2010年7月9日). FishBanks遊戲簡介. 擷取自 http://www.tamee.org/index.php?option=com_content&task=view&id=246&Itemid=93
吳天貴. (2007). 建置一個數位遊戲式學習系統以促進能源教育之學習動機及自我覺知. 中央大學網路學習科技研究所學位論文, (頁 1-71).
李恒澔. (2007). 國小高年級學童海洋環境態度及海洋環境污染概念之研究--以高高屏為例.
李詠吟. (1996). 模擬與遊戲教學法. 師大書苑.
李嘉亮. (2007). 台灣魚達人的海鮮第一堂課. 如果出版社.
研究發展考核委員會. (2006). 海洋政策白皮書. 行政院.
范綱正. (2011). 數位遊戲式學習融入自然領域對國小三年級低成就學童補救教學成效與態度之影響.
張子超. (1998). 從環境教育觀點談中小學海洋教育之目標與推行.
教育部. (2007). 海洋教育政策白皮書.
教育部. (2008). 國民中小學九年一貫課程綱要重大議題海洋教育.
教育部. (2008). 國民中小學九年一貫課程綱要重大議題環境教育.
許雅雁. (2012). 數位遊戲式輔助教學對八年級學童科學態度和學習動機之影響初探以[大氣壓力單元] 為例.
陳怡靜、計惠卿. (1997). 育樂式課程軟體之遊戲式學習情境. 臺灣師範大學資訊中心.
黃英人. (2006). 基隆市九年一貫課程中海洋鄉土教學之研究.
黃裕仁. (2008). 環境教育議題融入國中自然與生活科技領域教科書內容之分析研究. 屏東教大科學教育, 28, 頁 3-12.
黃靚芬. (2012). 競賽式數位遊戲融入教學對小學生社會領域學習成效影響之研究.
劉仿桂. (2010). 環境教育與海洋教育之檢視與比較. 北縣教育, 頁 26-30.
盧立翔. (2009). 利用自由軟體建置一符合中小學生使用之線上競賽式遊戲學習系統.
戴鳳昌. (2003). 台灣的海洋. 遠足文化.
魏明通. (1997). 科學教育. 五南圖書出版股份有限公司.

Aldrich, C. (2004). Simulations and the Future of Learning: An Innovative (and Perhaps Revolutionary) Approach to e-Learning (Hardcover ed.).
Barreteau O., L. P. (2003). Role-Playing Games, Models and Negotiation Processes. Journal of Artificial Societies and Social Simulation, 6(2).
Becker, K. (2007, 5). Digital game-based learning once removed: Teaching teachers. British Journal of Educational Technology, 38(3), pp. 478-488.
Hogle, J. G. (1996, 8). Considering games as cognitive tools: In search of effective.
Institute, S. (n.d.). FishBanks,Ltd. U.S.A.
John Kirriemuir, Angela Mcfarlane. (2004). Literature Review in Games and Learning. A NESTA Futurelab Research report.
MITSolan Management. (n.d.). Retrieved from FISHBANKS: https://forio.com/simulate/mit/fishbanks/simulation/login.html
Papastergiou, M. (2009, 1). Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation. Computers & Education, 52.
Pivec, M. (2003, 01 29). Game-Based Learning in Universities and Lifelong Learning“UniGame: Social Skills and Knowledge Training” Game Concept. Journal of Universal Computer Science(10), pp. 14-26.
Prensky, M. (2001). Digital game-based learning. McGraw-Hill, New York.
Prensky, M. (2007). How to teach with technology: Keeping both teachers and students comfortable in an era of exponential change. Emerging technologies for learning, 2.
Squire, K. (2005, 9). Changing the game: What happens when video games enter the classroom. Journal of Online Education, 1(6).