本研究聚焦於學習行為與知識記憶是如何在遊玩教育遊戲的過程中形成，以及探討什麼樣的形式能讓玩家在短暫的時間內，仍能對特定事物的細節產生深刻的印象、達成較佳的學習效果。根據Melton（1963）的分析，記憶分成收錄（Encoding）、儲存（Storage）和提取（Retrieval）三個階段，一段訊息首先會被注意，然後以短期儲存的方式暫存在腦中，並需要透過固化（consolidation）的過程來形成長期記憶。認知心理學家發現在短期記憶中，聲音相近的字彙較語意上相近的字更容易混淆，並提出短期記憶中主導的記憶類型大多為聽覺記憶。然而，是否能將聽覺記憶此一特性與教育遊戲之領域做結合、提升教育遊戲學習上的效率，將是本研究主要探討的方向。本研究嘗試以一款遊玩時間只有三到五分鐘的教育音樂遊戲，結合高中清治時期的台灣建設史，將音樂的線性結構與歷史的線性結構做整合，產生全新的教育遊戲學習模式。透過30名高中受試者在實驗上的表現與反饋，我們發現在節奏快速的音樂遊戲中，聽覺訊息的記憶成效遠遠勝過視覺訊息的成效，特別是當重要訊息被放在音樂的副歌段時，記憶的成效會因為複誦效應而變得更為明顯，與Conrad於1964年所做之文字混淆實驗之結果有異曲同工之妙，也暗示著在設計需要快速讓人在幾分鐘的時間內記住的新資訊時，利用重複的聽覺訊息或許能夠比使用視覺訊息達到更好的記憶成效。

This research focuses on how learning behavior and memory are formed during the process of playing educational rhythm games and discusses about what kind of method allows players to have a deep impression on the details of a specific thing, and help players achieve better learning results within a short period of time. According to the analysis of Melton (1963), the memory is divided into three stages: Encoding, Storage, and Retrieval. A piece of information is first being noticed, then temporarily stored in the brain as short-term memory, and lastly goes through the process of consolidating to form long-term memory. Cognitive psychologists found that in short-term memory, audibly similar words are more confusing than semantically similar words, and it is suggested that the dominant memory type in short-term memory is mostly the auditory memory. However, applying this feature of auditory memory to the field of educational games in order to improve the efficiency of learning in educational game is the main focus of this study. This study attempts to combine an educational rhythm game which only lasts three to five minutes with the history of Taiwanese construction during the Qing Dynasty, and to integrate the linear structure of music with the linear structure of history to create a new educational game learning model. Through the experiment, observation, and feedback from 30 high school students, we found that in fast-paced music rhythm games, the memory effect of auditory messages outweighs the effectiveness of visual information, especially when important messages are placed within the chorus thanks to the repeat process. The result echoes to the result of Conrad's confusing experiment in 1964. It also implies that when a new information needs to be remembered in minutes, the use of repetitive auditory messages may achieve better memory outcomes than the use of visual messages.