本研究旨在探討體感式操作介面以及按鈕式操作介面之數位遊戲行動學習系統，對學習者學習成就及學習保留的影響。其中「行動學習系統」為自變項，「教學內容」和「教學輔具」為控制變項，「學習成就」與「學習保留」為依變項，研究對象為60位年齡介於 20 ~ 40歲之成年人，將學習者隨機分派成實驗組30人與對照組30人，分別以「體感式操作界面」以及「按鈕式操作界面」之數位遊戲行動學習系統進行教學實驗。教學實驗後進行學習成就測驗，評量學習者學習成就及學習保留，以取得本研究所需之研究數據，並針對測驗結果進行單因子變異數分析及必要的後續考驗。結果顯示，使用「體感式操作界面」以及「按鈕式操作界面」之數位遊戲行動學習系統，對學習成就均有顯著性的提升，但兩者間無顯著的差異。採用「體感式操作界面」數位遊戲行動學習系統之實驗組，在延宕測驗的成績則顯著優於對照組，顯示在行動學習系統中加入手勢動作的體感式遊戲，可幫助學習者提取過去的相關記憶及經驗，轉換成有意義的內化知識，增進學習保留。

This study intended to construct a gesture and game-based mobile learning system, applying a variety of functions built in Smart Phone such as multimedia, touch-screens, GPS, and gesture sensors. The context-aware learning activities and games are triggered by students’ location. Six games were included in the learning activities, in which the operation was based on simple gestures instead of traditional mouse-keyboard. This study discusses the influence of gesture and game-based mobile learning system on participants’ learning performance and learning retention. This study applied pretest-posttest and delayed post-test methods. Sixty students between 20 to 40 years old were enrolled. Before the teaching activities, students were divided into experimental group (30 subjects), and control group (30 subjects). Pre-testing results showed that there was no difference between both groups. Students in experimental group take the learning activities through gesture and game-based mobile learning system while students in control group learned through non-gaming mobile learning system. A procrastinate test was given to both groups right after the experiment and one week later. The results show that there is no difference of increasing learning achievement between both groups. Yet, with the assistance of gesture games, students in experimental groups pay more interaction with the real environment than the control groups. That result the students have better learning retention in experimental groups than the control groups with significant difference.