本研究除了比較「練習式教學軟體」和「遊戲式教學軟體」對學習二進 位數字之四則運算的影響外,並探討「合作」「競爭」環境因素對學習的影響。 本研究的受試者為140位國立臺灣大學修並通心理學的同學。每位受試者參與實 驗的過程都可分為四個階段。一、學習二進位與十進位數系的關系，與二進位數 字的四則運算法則。二、練習解題。三、測驗學習的成果。四、填寫一個問卷。 受試者被隨機分為七組，用不同的方式練習解題。這七種練習的方式如下：一、 紙筆練習；二、在「練習式教學軟體」上練習；三、受試者用電腦遊戲的方式練 習；四、受試者兩人一組用電腦遊戲來練習；五、在玩遊戲時，受試者在和電腦 競爭的氣氛下練習；六、和第五種情形相同，只是受試者兩人一組來練習；七、 和第五種情形相同，只是受試者相信他競爭的對象是另一位受試者。實驗的結果 發現，雖然不同組的受試者在成究測驗上的得分差不多，但是受試者在「緊張性」 「趣味性」「引發學習動機」和「預期的學習效果」等心理反應上，對不同練習 方式的評價不同。一般說來，受試者認為在遊戲的情境中，且在競爭或合作的氣 氛下，會引發較高的心理反應；在非遊戲的情境較不能引發自己的反應。

　　　　　This research investigates the effects of a modified WEST system for students tolearn about the arithematics of binary numbers. The subjects went through the samefollowing stages in the research. In the first stage (10 minutes), they learned the basicconcept of the arithematics of binary numbers. In the second stage (30 minutes), thesubjects were divided into seven groups. Each group used a different method to practiceto solve a series of binary number based arithematic problems. In the last stage, theytook a test to demonstrate their knowledge of binary number arithematics, and completed a questionnaire to reveal their feeling about the various methods used in practicingproblem solving. The subjects responded that they were motivated, had strong interest,and felt been challenged to learn in a computer game learning environment, and especially when the learning environment contained competition and/or cooperation factors.