本研究探討遊戲式數位學習與非遊戲式數位學習之學習成就、心流體驗與認知負荷的差異。本研究以某大學選修通識教育的「生活與科技」課程之學生為實驗樣本。立意取樣兩個班級共103人，其中一班為實驗組50人為遊戲式數位學習，另外一班為對照組53人為非遊戲式數位學習。研究結果顯示遊戲式數位學習的成就測驗與心流體驗顯著高於非遊戲式數位學習，遊戲式數位學習的認知負荷顯著低於非遊戲式數位學習。成就測驗與心流體驗呈現顯著正相關，而成就測驗及心流體驗與認知負荷皆呈顯著負相關。上述結果符合心流理論、多媒體學習認知理論及與認知負荷理論。未來研究可聚焦於媒體的豐富性或遊戲的某項單一特性來探討(譬如擬真情境、趣味性、互動性、學習者控制、回饋訊息、多媒體視覺性及動畫等)，而認知負荷可分為不同種類來探討―內在、外在、及增生認知負荷。

The study was to explore the differences in learning achievement, flow experience and cognitive load between digital game-based learning (DGBL) and non-game-based (GB) e-learning. The participants were the students who took the ＂Life and Technology＂ course of general education program in a university. The intentional sampling approach was used to select two classes with 103 students in total. The experimental group (one class) with 50 students was assigned to DGBL and the contrast group (another class) with 53 students was assigned to non-GB e-learning. The results revealed that learning achievement and flow experience of digital game-based learning were higher than those of non-GB e-learning. Cognitive load of the DGBL group was higher than that of the non-GB e-learning group. Learning achievement was positively correlated with flow experience while learning achievement and flow experience were negatively correlated with cognitive load. The results above are consistent with the theories of flow, multimedia cognitive learning and cognitive load. Future works might focus on media richness or one characteristic of game (e.g., real-alike context, enjoyment, interaction, learner control, feedback message, multimedia vision and animation). Different types of cognitive load, such as intrinsic, extraneous and germane cognitive loads, might be explored.