洪榮昭何雅娟葉建宏吳宇豐戴凱欣Jon-Chao Hong, Ya-Jiuan Ho, Jian-Hong Ye, Yu-Feng Wu, Kai-Hsin Tai2020-09-032020-09-032020-03-??http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/109231空間能力是圖學教育的基礎，且是一項已經有兩千多年歷史的學科，然而在過去教學方式大多是透過立體圖來解析三視圖，但從平面視圖來反推立體圖的學習方式顯少被討論。因此，本研究邀請臺北市的技術型高中製圖科學生73名同學進行空間能力評量系統APP的遊玩體驗，並進行問卷調查。再將收集到的數據資料經由信度與效度檢驗，以Virtual PLS進行結構模式驗證。研究結果顯示：一、圖學表現與遊戲興趣呈現正相關；二、圖學表現與遊戲焦慮呈現負相關；三、遊戲興趣與持續遊玩意願呈現正相關；四、遊戲焦慮與持續遊玩意願呈現無相關。Spatial ability is the foundation of graphic education, and it is a discipline that has more than 2,000 years of history. However, in the past, most of the teaching methods used three-dimensional images to analyze three-point perspective views, but discussions on how to reverse a plan view into a three-demensional image were very few. Therefore, this study invited 73 graphic design students from a vocational high school in Taipei City to experience the Spatial ability assessment APP and receive a questionnaire survey. The study conducted reliability and validity test and then performed structural equation modelling verification by using Virtual PLS. The results showed that: 1. Graphic performance was positively related to the game interest; 2. Graphic performance was negatively related to the gameplay anxiety; 3. Gameplay interest was positively related to continuous intention of gameplay; 4. Gameplay anxiety was not related to continuous intention of gameplay.空間能力圖學教育遊戲式學習持續意願spatial abilitygraphics educationgame-based learningcontinuous intention