本研究之目的在探討應用兩種不同設計型式之互動式電腦遊戲於國小學童「色彩明度」與「色彩彩度」教學實驗之影響，作者採用Malone(1981, 1982)所提出之遊戲設計因素即「挑戰性」與「好奇心」於遊戲之設計概念中。實驗結果顯示：（一）學童在接受遊戲教學後其對「色彩明度」之理解有顯著提昇，而對「色彩彩度」之理解則無顯著進步；（二）受測學童對互動式電腦遊戲之興趣程度與其接受遊戲教學後之測試結果並無相關；（三）學童本身對美勞課之興趣程度與其接受遊戲教學後對色彩之理解影響並不相同；（四）學童對具「挑戰性」設計因素的互動式電腦遊戲較感興趣，但此因素亦會影響其接受遊戲教學時之注意力，其效果不如具有「好奇心」設計因素的教學遊戲佳。

This study investigates elementary school children's perceptions of color brightness and color saturation through their use of two interactive computer instructional games. The games were designed based on two different concepts, challenge and curiosity, proposed by Malone (1981, 1982). Results of the study suggest that: (1) Elementary school children's perceptions of color brightness was significantly improved after training with the interactive computer games. No improvement was noted in the children's perceptions of color saturation. (2) Children's different levels of interest in the computer games were not related to their post-game perceptions. (3) Some post-game results varied according to the children's levels of interest in attending the art class. (4) The elementary school children were more interested in the interactive computer gamed designed with the challenge factor than the one designed with the curiosity factor. However, challenges in the game may distract children's attention from absorbing the knowledge provided by the game. Therefore, the interactive computer game designed with the curiosity factor may have better instructional effects than the game designed with the challenge factor.