| Summary: | 博士 === 國立彰化師範大學 === 科學教育研究所 === 101 === Most students are highly interested and attracted by the digital games, therefore learning through the digital game matches the affordance of computers. Students can easily flow in learning, and their learning motivation is expected to enhance . However, in the past, conventional applications of digital games in learning merely embellish dull “edutainment” in entertaining packages. Serious games, composed of three components, namely, reconstructive learning contents, learning strategies, and game elements, transcend this constraint. In this study, the researcher proposed a design pattern for modules of serious games that comprise three progressive game cycles, based on serious game modules that address the endocrine system and the digestive system unit for students in the seventh grade. Exploration and evaluation of design pattern for serious game are the main purpose in this research. Employing a quasi-experimental research design, two experiments of two-week courses were organized in four groups, namely the traditional instruction group, the serious game group, the substitution a &; b group. Two substitution groups respectively replace the second and the third game cycles. The research instruments included achievement tests, high-level cognition assessments, and feeling questionnaires. Researcher also explored the influence of gender and learning background on learning effectiveness. The results showed that serious game group outperformed the other groups in the achievement test, high-level cognition assessment, and feeling questionnaires. Additionally, gender differences had no significant influence over serious game modules. Conclusively, this study highly suggests that learning through serious game benefits the learning of medium and low learning backgrounds students.
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