邱貴發Chiou, Guey-Fa謝亞均Hsieh, Ya-Chun2019-08-292021-11-082019-08-292016http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060208007E%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92722本研究探討國小六年級學生使用遊戲式分數教材「海賽爾王國」，對其分數概念的影響，及了解學生對教材的態度與感受。 研究採單組準實驗設計。研究對象為新竹市某國小六年級共49名學生。研究進行160分鐘的實驗處理，包含前後測、遊戲教材使用、態度問卷填寫及師生訪談。 研究結果顯示，學生後測分數較前測高，且有顯著差異，表示學生能透過遊戲教材學習到分數概念。經訪談也發現學生確實修正了原本錯誤的分數概念想法。另外，在學習態度方面，學生普遍對遊戲教材持正向態度，教師也認同此遊戲教材所帶來的學習價值。This research is to explore the effects of “Kingdom of Hazel,” a self-developed game-based learning material, on the change of students’ fraction concepts, and to understand the student’s attitude toward the materials. This study applied a single group pretest posttest quasi-experimental design. The participants were 49 sixth grade students at an elementary school in Hsinchu. The experiment contained 160 minutes, including pretest, posttest, learning game playing, a survey and interviews. The result indicates that students’ score of the posttest is obviously higher than the pretest. This shows that students can learn the concept of fraction through game-based material and method. According to the interviews, students correct their misconceptions after the experiment. Students’ attitude toward learning fraction through game-based method is positive.遊戲式學習分數學習數學學習態度分數表徵game-based learningfraction learningattitude toward math learningrepresentation of fraction