一般同學對於數學科的學習總有一些障礙，如何引起同學們的學習興趣，是教師在教學上的一大挑戰。因此，在本研究中遊戲的融入教學是我們的首要考量，其次是以資訊科技的輔助來提升教學和學習效果。我們在課程中設計了兩個模擬隨機遊戲和一個數字減量遊戲，讓同學們在操作中瞭解『隨機性』和『必然性』的概念與分際，進而提升同學們的學習興趣。在『做中學』的具體操作過程中需要有大量而重複的計算，讓同學們使用科技工具Excel的輔助來完成書面報告，可有效地提升工作效率和計算的準確性。為了瞭解此種教學成效，我們以科技接受模型(TAM, Technology Acceptance Model)為基礎，透過問卷調查的資料收集來做量化分析，作為評估教學成效和學習意願的影響因素。分析結果顯示這些遊戲融入的學習過程中，認知有用性對於學習意圖有直接而顯著的影響，其次是互動性與易用性則是間接地透過有用性來影響學習意圖。其他相關的問題也將加以討論。 Generally students may meet with some obstacles in studying mathematics. How to motivate the learners has been a real challenge for teachers. Therefore, in this research, our primary concern is to integrate games into the learning process. In addition, technology is also involved for the purpose of enhancing students’ achievements. Two simulation games of random access and a game of subtracting are designed for this course. The arrangement aims at motivating learners and helping them acquire the concept of randomness and inevitability through practice and manipulation. Due to the massive and repetitive calculation involved in the learning by doing approach, learners are allowed to use Excel to accomplish their written reports. The adoption of application software (Excel) is sure to promote the efficiency and accuracy of calculation. To evaluate the teaching results, questionnaires are collected to help us carry out quantification analysis. The assessment is based on TAM (Technology Acceptance Model) in our attempt to analyze the factors that affect the learning willingness. The analysis indicates that cognitive usefulness has a direct and significant influence on the willingness to learn as the game is integrated into the learning process. Besides, interactivity and feasibility impact indirectly on their desire to learn. All relevant problems will be discussed in this thesis as well.
