本文探討課堂情境式遊戲對學習態度與學習成效之影響，以大學非經濟系之經濟學課程為研究對象，且以第一次學習經濟學之學生為觀察者。我們將觀察者分為兩組，實驗組為有進行課堂情境式遊戲，對照組是未進行課堂情境式遊戲。我們進一步將實驗組的學生分成進行一次(低)、兩次(中)與三次(高)的情境遊戲，由不同次數之情境遊戲觀察遊戲的影響。本文的迴歸分析結果顯示，接受高度的課堂情境式遊戲的學生，其學習慾望與自我控制是正向顯著，顯示情境式遊戲的學習方式能加強學生在經濟學課程上的學習態度。本文也利用卜瓦松迴歸模型發現學習態度與學習成效在實驗前後相對於強度較低的實驗組學生有較顯著性的差異，說明了情境式遊戲能有效提升學生在經濟學課程上的學習成效。

This research examined the effects of scenario games on learning attitudes and performance at the course of Economics. We selected business school freshmen from one
north university in Taiwan and divided them into a treatment and a control groups. Only the treatment group was treated by the scenario games during one semester. Our empirical results showed that the scenario games can help students to improve their learning attitude on Economics, due to the students in the treatment group had more positive learning attitude than the control group. By using the standard Poisson regressions, we also found that students in the treatment group had higher learning performance than the students in the control group.

目錄
第1章 研究動機1

第2章 文獻回顧4

第3章 理論背景8

第4章 實驗設計11
表1: 實驗設計12

第5章 實證方法與變數說明15
5.1 實證方法15
5.2 實證變數說明17

第6章 實證結果22

第7章 結論、研究限制、與經濟意涵26

參考文獻28

表2: 態度量表的敘述統計31
表3: 三個面向的敘述統計分析33
表4: 三個面向的敘述統計分析(依性別)33
表5: 三個面向的敘述統計分析(依組別)34
表6: 信度分析35
表7: 問卷各面向題組的相關係數36
表8: 不同教師間的差異性檢定37
表9: 不同班級間的差異性檢定(期初)38
表10: 不同班級間的差異性檢定(期中)38
表11: 不同班級間的差異性檢定(期末)39
表12: 學習態度的迴歸分析40
表13: 學習態度對學習成效的影響41
圖1: 不同教師間的問卷結果分布圖42
圖2: 不同班級間的問卷結果分布圖43

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