張千惠Chang, Chien-Huey葉孟庭Yeh, Meng-Ting2025-12-092030-01-202025https://etds.lib.ntnu.edu.tw/thesis/detail/7bb681ba0009b1c49fb3796891c8d53c/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/124696遊戲式學習是近年來新興的非傳統教學方式，強調透過玩遊戲達成教學目標。本研究旨在探討使用桌上型遊戲融入教學中，以探索自閉症學生自我優弱勢能力的認識，以增進其自我概念。本研究採準實驗研究之不等組前後測設計，邀請30名桃園市高中階段資源班自閉症學生為研究對象（實驗組15位、控制組15位）。控制組為「講述式教學」教導自我概念之優弱勢；實驗組為「遊戲式學習」，以自編桌上遊戲作為介入工具，讓受試者透過玩桌上遊戲進行自我概念優弱勢的探索。最後，藉由量化分析方法探討自閉症學生的自我概念優弱勢學習成效、學習動機、心流狀態、遊戲接受度及以及教學的學習行為模式。 研究分析結果如下：實驗組與控制組兩組學生在研究中學習成效、學習動機、心流狀態、遊戲接受度等平均分數表現中皆顯著大於中位數。實驗組與控制組內學習成效前後測平均分數有達到顯著差異，代表兩組都有明顯的進步，但兩組組間學習成效、學習動機、心流狀態的平均分數未達顯著差異。其中，實驗組的學習成效平均分數與其他變項沒有關聯，但學習動機、心流狀態以及遊戲接受度之平均分數彼此有正向關聯。進一步從行為模式序列分析，發現實驗組學生在學習過程中，有著更明顯的共同注意力、更多的同儕互動與討論，以及更多的後設認知層次的發言表現。 整體而言，本研究顯示出遊戲式學習對高中資源班自閉症學生自我概念優弱勢探索及增進自我概念有正向的影響。Game-based learning is a new and emerging non-traditional teaching method that emphasizes achieving educational goals through playing games. This study aims to explore the use of tabletop games integrated into teaching to investigate the self-awareness of strengths and weaknesses in students with autism, with the goal of enhancing their self-concept.This study adopts a quasi-experimental research design with a non-equivalent pre-test and post-test. A total of 30 high school students with autism from resource classrooms in Taoyuan City were invited as participants (15 in the experimental group, 15 in the control group). The control group received"lecture-based teaching" on self-concept strengths and weaknesses, while the experimental group participated in "game-based learning," using a self-designed tabletop game as an intervention tool. Through playing the tabletop game, participants explored their self-concept strengths and weaknesses. Finally, quantitative analysis was used to examine the learning outcomes, learning motivation, flow state, game acceptance, and learning behavior patterns of students with autism. The results of the analysis are as follows: Both the experimental and control groups showed significantly higher average scores in learning outcomes, learning motivation, flow state, and game acceptance compared to the median. There was a significant difference in the pre-test and post-test average scores of both groups in terms of learning outcomes, indicating significant progress in both groups. However, no significant differences were found between the groups regarding learning outcomes, learning motivation, or flow state. In the experimental group, learning outcomes were not correlated with other variables, but there was a positive correlation between learning motivation, flow state, and game acceptance. Further behavioral pattern sequence analysis revealed that students in the experimental group exhibited more joint attention, increased peer interaction and discussion, and more higher-order cognitive expressions during the learning process.Overall, this study shows that game-based learning has a positive impact on the exploration of self-concept strengths and weaknesses and the enhancement of self-concept for high school students with autism in resource classrooms.自閉症學生自我概念優弱勢能力桌上遊戲autistic studentsself-conceptstrengths and weaknessesboard games學術論文