本研究將「完形法則」融入圖像組織的配對組合互動遊戲中，透過遊戲式學習給予高中女學生探索學習。本研究以臺北市立中山女子高級中學一年級323 位同學為實驗對象，實驗目的在於探究高中女學生於互動遊戲之圖像組織能力與理解能力，並深入了解女學生對於互動遊戲中內容設計、使用態度及圖像組織學習成效之間的關係，並透過問卷調查法了解此項實驗性學習活動之教育意義。實驗結果發現高中女學生普遍都能接受圖像組織融入互動遊戲的引導式學習方式，且學生普遍能理解、運用「完形法則」來進行圖像的組織。依據圖像組織學習成效評分表結果顯示，學生們較擅長使用連續性及相似性的方式來進行圖像的組織，發現與文獻中說明女性擅長建立完整性構圖與思考方式符合，推論與女性習慣順服大眾意見與環境有關。本研究採用多元迴歸之徑路分析，從問卷結果得知互動遊戲內容設計、使用態度及圖像組織學習成效間具有顯著的相關性，也進一步發現本研究之圖像組織互動遊戲採取女性偏好之設計因素與高中女學生於互動遊戲之使用態度、科技學習接受度有顯著相關。最後，建議教學對象為高中女學生時，可透過情境的營造來引發學習興趣，亦或訓練女學生突破圖像組織慣性，而不只是將女學生受限於運用其原本較為擅長的圖像組織方式。 Integrating “gestalt psychology” into digital games’ graphic organizers, this study uses interactive technology in digital games to encourage female students in high school’s science learning. 323 first year students from Taipei Municipal Zhongshan Girls High School are experimented through questionnaire for understanding their graphic organizers in digital games and more understanding for relationship among contents, using attitudes and learning effectiveness in digital games. The result shows that most of female students in high school accept digital game-based learning style; moreover, they can understand and apply “gestalt psychology” to organize images and graphics. According to learning effectiveness of graphic organizers, students are good at using continuity and similarity in organization, which is corresponds to literature reviews. We conclude that there is relevance between female preferences to design, using attitudes and technology acceptance. If students are female in high school, teachers could use situated learning in teaching or to break their normal way of thinking such as graphic organizers. Female students are supposed to develop their different methods in organizing instead of using what they are good at.
