| Summary: | 碩士 === 國立彰化師範大學 === 生物學系 === 100 === This study is aimed to investigate the relationship between students’ meta-cognitive and the effect of learning serious game. By comparing the learning effect of different meta-cognitive in the serious game, and students’ meta-cognitive strategy in serious game. The sixty 7th grade students from two classes of a middle school in Changhua were participated in this study. Questionnaire were used in measuring students' meta-cognitive ability and game experience. The effect of learning were measured by testing. The students’ meta-cognitive strategy in serious game were investigate from observation, film analysis, interview, and learning list. The conclusions of this research summarized as follows: First the meta-cognitive and learning effect are positively correlated. Second a team use more meta-cognitive strategy, can lead to better learning in the serious game. And base on this research aggressive interaction can affect the meta-cognitive strategy of a team.
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