張基成Chang, Chi-Cheng林冠佑Lin, Guan-You2019-09-032018-8-282019-09-032013http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0699710422%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/96886本研究目的旨在探討不同媒體豐富性學習方式對心流體驗與認知負荷之影響、及心流體驗與認知負荷之相關性。實驗對象為大學一年級通識教育課程之學生，其中對照組為非遊戲式學習，53人；實驗組為遊戲式學習，50人，兩組共103人。研究結果顯示： 一、遊戲式學習之心流體驗顯著優於非遊戲式學習。 二、遊戲式學習與非遊戲式學習之內在認知負荷無顯著差異。 三、遊戲式學習之外在、增生認知負荷分別顯著低於及高於非遊戲式學習。 四、心流體驗與內在、外在認知負荷呈顯著負相關，與增生認知負荷呈顯著正相關。The purpose of this study was to investigate the impact of different media-rich learning methods on flow experience and cognitive load as well as the correlation between flow experience and cognitive load. The research subjects were first-year students of a general curriculum in a university. A total of 103 students participated in this experiment, 50 of them assigned to the experimental group (game-based learning) and while the remaining 53 to the control group (non-game-based learning). The main findings were as follows: 1. Students engaged in game-based learning had significantly better flow experiences than those engaged in non-game-based learning. 2. No significant difference in intrinsic cognitive load was observed between the two groups. 3. Compared to the control group, students engaged in game-based learning had significantly lower extraneous cognitive load and higher germane cognitive load. 4. Flow experience was significantly negatively related to intrinsic cognitive load and extraneous cognitive load but significantly positively related to germane cognitive load.多媒體學習遊戲式學習心流體驗認知負荷Multimedia LearningGame-based LearningFlow ExperienceCognitive Load