本研究以實驗方式，實證出適性提示之數位遊戲對於閱讀活動有正向成 效，也在研究途中發現一些有趣的現象。本研究認為此一實驗仍有許多變項以 及待發展可以做討論，可能會造成學習者有不同的影響。以下將分為「增加實 施前測」、「實驗時間過短」、「增加適性數據會更準確」以及「增加樣本 數」來進行描述。
一、 增加實施前測
本研究因為實驗時間過短、規模較小，未在實驗前增加前測，僅能從實驗 後側比較各組差異，雖從數據而言可以推測加入適性數位遊戲有助於提升學習 者的參與閱讀動機。但是否此一遊戲可以有效幫助學習者的閱讀理解能力，本 研究認為仍需要實施為其較長的實驗以及增加前測，才能更確立學習完的成 效，因此會建議後續研究者可以安排為期較長的研究時間並實施前測。
二、 實驗時間過短
在實驗中發現，因為閱讀文章對於剛開始學習閱讀的小學生來說，仍是需 要花費較多的時間學習，但因為實驗時間過短、規模較小，無法長期與學校配 合，僅能借用幾堂課時間去完成。但研究者在實驗過程中，受試的小學生非常 喜歡這類型的閱讀活動，且對於搭配的遊戲覺得新奇好玩且從研究結果表示是 可以提升閱讀理解，引此本研究認為此數位遊戲仍是可以繼續發展配合的教學 教材，建議後續研究者可以安排較長的實驗時間，以及延伸整體遊戲長度。
三、 增加適性數據會更準確
時回傳遊戲破關時間以及增加更多遊戲破關數據，並直接計算出跳出提示的動 作會更加適性，更即時給予學習者提示。
四、 增加樣本數
再研究過程中，樣本數過少會造成研究數據結果不顯著，無法有效幫助研 究者得出結論，因此建議後續研究者可以增加更多研究樣本，研究數據分析也 會更明確。
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附件一 閱讀活動之學習動機問卷
1 在這個閱讀活動當中，我覺得我是樂在其中的。 5 4 3 2 1 2 我認為這個閱讀活動會讓我更喜歡閱讀。 5 4 3 2 1 3 在這個閱讀活動當中我一點也不慌張。 5 4 3 2 1 4 我非常享受於這個閱讀活動當中。 5 4 3 2 1 5 這個閱讀活動一點都不吸引我。 5 4 3 2 1 6 我覺得這個閱讀活動相當有趣。 5 4 3 2 1 7 這個閱讀活動過程使我非常緊張。 5 4 3 2 1 8 我認為這個閱讀活動有助於提升我的閱讀能力。 5 4 3 2 1 9 我認為這個閱讀活動會讓我想繼續閱讀下去。 5 4 3 2 1 10 在這個閱讀活動中我感到非常放鬆。 5 4 3 2 1 11 我在這個閱讀活動中感到壓力。 5 4 3 2 1
附件二 閱讀測驗試卷
（ ）6. 請根據柳宗元在故事裡的情節，排出他發生事情的先後順序。
附件三 數位學習遊戲檢核表
數位學習遊戲檢核表 遊戲需符合六大條件檢核
項目 描述 狀態填寫
規則 遊戲是否有明確的規則？
遊戲目標和目 的
遊戲是否有明確、具體目標？
結果與回饋 遊戲是否有明確的遊戲結果（輸贏）？
遊戲是否有回饋讓玩家了解目前的遊戲狀態？
衝突/對立/競 爭/挑戰
遊戲中是否有衝突、對立、競爭或挑戰的產生？
互動 玩家是否與遊戲有互動？
圖像與情節 遊戲是否有故事性？
遊戲劇情是否與玩家之間有緊密連結？
遊戲作為學習工具之條件檢核
項目 描述 狀態填寫
挑戰性 是否有設計一些挑戰在遊戲中？
好奇性 是否有加入一些吸引玩家的動畫或聲音效果？
遊戲是否有主要劇情發展？
幻想性 遊戲是否有超出現實世界的想像？
控制性 遊戲是否有提供玩家自行選擇解決挑戰的方法？