本研究旨在瞭解遊戲融入數學學習的教學方式，對不同成就表現的高一學生在學習三次函數概念的學習表現及情意表現影響為何。並探討一般講述式為主的教學以及遊戲融入的教學，兩種不同的教學方式對學生有何影響。
本研究採用準實驗教學研究法，以台北市某公立高中的高一學生為研究對象，依不同的教學方法將其分為實驗組（遊戲融入數學學習）和對照組（一般講述式教學），兩組各取一個班，以十二年國教數學領域綱要中「F-10-2 三次函數的圖形特徵」為探討範圍，進行為期一週四節課的教學實驗。研究者為兩組之觀察者，兩班之數學教師為教學者(兩班數學教師相同)。資料分析以量化資料為主，質性資料為輔。
研究結果顯示:(1)遊戲融入數學學習及一般講述式教學，對於整班學生的學習成效顯著。(2)遊戲融入數學學習及一般講述式教學，對於高分群學生的學習成效無顯著差異。(3)遊戲融入數學學習及一般講述式教學，對於低分群學生的學習成效有顯著差異。(4)遊戲融入數學學習及一般講述式教學之情意表現皆無顯著差異。(5)遊戲融入數學學習對於學生學習三次函數單元有正向幫助。(6)高認知的學生希望能夠更有效率地學習知識。(7)低認知的學生更關注學習中帶來的遊戲感受。
根據研究結果給出對未來的建議:(1)延長教學時間，以更完整地將遊戲融入數學學習。(2)對學生進行分組，根據學生的能力給予不同難度的關卡。(3)針對學生迷思概念進行更深入之探索以調整課程內容，在教學設計上能更有效率地幫助學生建立三次函數概念。

Abramovich, S., Grinshpan, A. Z., & Milligan, D. L. (2019). Teaching mathematics through concept motivation and action learning. Education Research International, 2019.
Bui, P., Rodríguez-Aflecht, G., Brezovszky, B., Hannula-Sormunen, M. M., Laato, S., & Lehtinen, E. (2020). Understanding students’ game experiences throughout the developmental process of the number navigation game. Educational Technology Research and Development, 68, 2395-2421.
Coştu, S., Aydın, S., & Filiz, M. (2009). Students’ conceptions about browser-game-based learning in mathematics education: TTNetvitamin case. Procedia-Social and Behavioral Sciences, 1(1), 1848-1852.
Divjak, B., & Tomić, D. (2011). The impact of game-based learning on the achievement of learning goals and motivation for learning mathematics-literature review. Journal of information and organizational sciences, 35(1), 15-30.
Drigas, A. S., & Pappas, M. A. (2015). A review of mobile learning applications for mathematics. International Journal of Interactive Mobile Technologies, 9(3).
Dimitra, K., Konstantinos, K., Christina, Z., & Katerina, T. (2020). Types of Game-Based Learning in Education: A Brief State of the Art and the Implementation in Greece. European Educational Researcher, 3(2), 87-100.
Dondlinger, M. J. (2007). Educational video game design: A review of the literature. Journal of applied educational technology, 4(1), 21-31.
DeHaan, J., Reed, W. M., & Kuwanda, K. (2010). The effect of interactivity with a music video game on second language vocabulary recall.
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & gaming, 33(4), 441-467.
Hanghøj, T. (2013). Game-based teaching: Practices, roles, and pedagogies. In New pedagogical approaches in game enhanced learning: Curriculum integration (pp. 81-101). IGI global
HANGHøJ, T. H. O. R. K. I. L. D. (2011). Clashing and emerging genres: The interplay of knowledge forms in educational gaming. Designs for learning, 4(1).
Homer, B. D., Kinzer, C. K., Plass, J. L., Letourneau, S. M., Hoffman, D., Bromley, M., ... & Kornak, Y. (2014). Moved to learn: The effects of interactivity in a Kinect-based literacy game for beginning readers. Computers & Education, 74, 37-49.
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational psychologist, 41(2), 111-127.
Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & education, 55(2), 427-443.
Ku, O., Chen, S. Y., Wu, D. H., Lao, A. C., & Chan, T. W. (2014). The effects of game-based learning on mathematical confidence and performance: High ability vs. low ability. Journal of Educational Technology & Society, 17(3), 65-78.
Lenhart, A., Kahne, J., Middaugh, E., Macgill, A. R., Evans, C., & Vitak, J. (2008). Teens, Video Games, and Civics: Teens' Gaming Experiences Are Diverse and Include Significant Social Interaction and Civic Engagement. Pew internet & American life project.
Leander, K. M., & Lovvorn, J. F. (2006). Literacy networks: Following the circulation of texts, bodies, and objects in the schooling and online gaming of one youth. Cognition and Instruction, 24(3), 291-340.
Lee, C. Y., & Chen, M. P. (2009). A computer game as a context for non-routine mathematical problem solving: The effects of type of question prompt and level of prior knowledge. Computers & Education, 52(3), 530-542.
Mayer, R. E. (Ed.). (2005). The Cambridge handbook of multimedia learning. Cambridge university press.
Mitchell, A., & Savill-Smith, C. (2004). The use of computer and video games for learning. A review of the literature, 88(10), 1397-1399.
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational psychologist, 50(4), 258-283.
Pivec, P. (2009). Game-based learning or game-based teaching?.
Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21.
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(4), 40-6.
Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & education, 52(1), 1-12.
Rice, J. W. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. International Journal of Gaming and Computer-Mediated Simulations, 4(4).
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
Schiefele, U. (1991). Interest, learning, and motivation. Educational psychologist, 26(3-4), 299-323.
Tokac, U., Novak, E., & Thompson, C. G. (2019). Effects of game‐based learning on students' mathematics achievement: A meta‐analysis. Journal of Computer Assisted Learning, 35(3), 407-420.
Um, E., Plass, J. L., Hayward, E. O., & Homer, B. D. (2012). Emotional design in multimedia learning. Journal of educational psychology, 104(2), 485.
Weng, T. S. Discussion on the Influence of Mathematics Games on Students’ Frustration Tolerance and Problem-Solving Skills.
Yang, J. C., & Chen, S. Y. (2010). Effects of gender differences and spatial abilities within a digital pentominoes game. Computers & Education, 55(3), 1220-1233.
謝哲仁, 黃玉玲, & 郭文金. (2003). 可操作動態視覺化基本函數微分設計及其成效研究-一種新式課程的嘗試. 科技教育課程改革與發展學術研討會論文集, (2003), 314-319.
游正祥. (2011). 動態幾何系統 GeoGebra 運用於高中數學教育之策略探討.
黃楷智. (2011). 動態幾何系統 GeoGebra 對數學學習成效與認知診斷影響之研究-以簡易二次函數圖形為例.
羅子寒. (2022). 築基於數學實驗活動的高中數學差異化教學: 以三次函數為例.
楊時芬, & 歐陽誾. (2020). PaGamO 線上遊戲平臺對不同成就之七年級學生數學學習態度與學習成就之影響. 教育傳播與科技研究, (124), 17-36.
方聖文. (1995). 情境式教學遊戲軟體之劇本企劃與程式發展環境.
蔡福興. (2007). 線上遊戲式學習在知識獲取與學習遷移成效之研究.
鄭曉芳. (2015). 遊戲式學習融入學習共同體方案對國小數學學習之個案研究.
張閔翔. (2019). 中學生二次函數學習進程之探究.
蔡福興, 游光昭, & 蕭顯勝. (2008). 從新學習遷移觀點發掘數位遊戲式學習之價值. 課 程 與 教 學, 11(4), 237-277.
蔡福興, 游光昭, & 蕭顯勝. (2010). 影響數位遊戲式學習行為與學習遷移成效之因素探討. 教育科學研究期刊, 55(2), 167-206.
陳泓元. (2021). 教師教學表徵使用與學生概念心像形成之關聯-以三次函數單元為例.