本研究發展玩本位之學習遊戲素養培訓課程，並探討玩本位培訓課程對於職前科學教師之學習遊戲素養的影響。本研究發展了學習遊戲篩選表以選擇適當遊戲作為玩本位之學習遊戲素養培訓之教材，並依據所選出的遊戲發展指引手冊。
培訓課程邀請18位修習中等科學教程之職前教師，進行8小時之學習遊戲素養培訓課程。研究者紀錄參與者於培訓過程中表現並收集培訓前後科學學習遊戲問卷填答內容，以描述統計檢視職前科學教師在參與學習遊戲素養培訓課程後素養之變化。
研究結果顯示，體驗過學習遊戲後，職前教師更了解學習遊戲的特性，並提升了將教育遊戲在教學上使用的意願。

This study developed a play-based learning game literacy course for pre-service science teachers and evaluated how this play-based course affects pre-service science teachers’ conceptions of learning games and their possible usages in their future teaching.
A checklist for selecting appropriate science learning games was developed. A guide book was also edited to guide participants to follow the pre-designed course of training.
Eighteen pre-service science teachers at a public university’s teacher education program participated an eight hour play-based training. Participants’ perceptions of learning games and their usages were surveyed before and after the course. Class discussions were audio recorded and later transcribed into texts for analyzing their reactions and conceptions of learning games. The pre-post difference of participants’ conceptions toward learning games were examined to understand their changes in the perceptions of learning games.
The results suggested that after the play-based learning game course, pre-service science teachers have better understanding of the features of learning games and their intentions to use learning games in their future teaching are getting stronger. It is also suggested that the play-based approach is one of the possible ways for developing learning game literacy courses.

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