• 作者： 陳儒晰、邱方晞(通訊作者：陳儒晰)
• 作者服務機構： 育達商業科技大學幼兒保育系
• 中文摘要： 本研究探討新竹與苗栗地區幼教人員對數位遊戲認知因素與教學應用效能的關係，
  運用結構方程模式分析問卷資料。研究者自編「數位遊戲教學應用態度問卷」，涵蓋「悅
  趣性」、「體驗性」、「認知易用」、「認知實用」與「應用效能」等5個層面，問卷因
  素構面的測量模式與結構模式具有合理適配，統計分析結果支持研究假設之成立。研究結
  果顯示幼教人員重視數位遊戲的悅趣學習、生活體驗和即時互動回饋等特性，強調數位遊
  戲的使用與操作之簡易性，認同數位遊戲對增進幼兒發展問題解決與認知思考能力之教學
  輔具效益，此態度影響其運用數位遊戲融入幼兒教學活動的課程設計與應用作為之表現。
  最後，研究者針對研究發現進行討論並提出相關建議。
• 英文摘要： This study explores early childhood teachers’ attitudes toward perceived factors and instructional applied efficiency about digital games by survey study with structural equation modeling in HsinChu and MiaoLi Area. The questionnaire consists of five factors, including game-based, experience, perceived ease of use, usefulness, and applied efficiency. The statistical
  results of measurement model and structural model with latent constructs from questionnaire survey indicate the reasonable quality of model fit, and prove the study hypotheses. The results show that early childhood teachers support the gamed-based learning value, life experiences, and instant feedbacks by digital games. They acknowledge the instructional advantages and perceived ease of use by digital games, and consider young children’s performances of solving
  problems and cognitive development with the aids of digital games. Their attitudes also influence the performance of curriculum designing and applied behaviors about digital games integrated into young children’s instructions. Finally, the researchers propose the follow-up discussions and implications derived form this study.
• 中文關鍵字： 幼兒、教學活動、認知因素、數位遊戲、應用效能
• 英文關鍵字： Young Children, Instructions, Perceived Factors, Digital Games, Applied Efficiency