運算思維被認為是當前社會個人必須擁有之技能之一。因此，學習運算思維成為必要。本研究之目的在於調查不插電與插電兩種模式之遊戲式學習對於運算思維的學習成效。參與教學實驗的有四年級學生共47名，包括農村學校20名學生與城市學校27名學生。本研究針對三個研究問題進行調查，包括，以遊戲式學習生物變態概念時建立學生運算思維能力之有效性；使用ARCS動機模式評估遊戲式學習提升學習動機；以及老師對課堂上基於遊戲式學習活動的知覺。學習過程分為兩個階段：第一階段，學生進行<Meta-Mind桌遊>的不插電運算思維遊戲，而第二階段，學生進行<Meta-Mind 機器人遊戲>的電腦程式驅動運算思維遊戲。然後使用前、中、後測對每個階段進行學習成效分析。研究結果發現，將不插電和插電的運算思維遊戲是有益於學習的。在學習成效方面，學生受到了極大的激勵，並大大提高了學習效率。另一方面，這項研究發現，教師對課堂上實施遊戲式學習抱有積極的看法。大多數老師都認為遊戲式學習對學生的終身學習技能，促進學生的合作關係，以及學生的溝通能力均有正向的影響。;Computational thinking (CT) is currently beyond considered and demanded as one of skills which society aims to take it for granted. Thus, CT is predominantly necessity to be included in the learning process. The study purposes to examine the learning effectiveness of two-approach on unplugged and plugged trough game-based learning activities. A total of 47 fourth-grade students participated in the teaching experiment. There were twenty students from rural school and another twenty-seven students in the urban school. Three research questions were evaluated in this study: i.e., the effectiveness of learning tools for building CT skills in learning concept of metamorphosis, ARCS motivation models for the use of learning tools, and teachers’ perception of game-based activities carried out in class. There were two phases of the learning process: in phase I, students worked with unplugged coding game activity, while in phase II, students worked with plugged activity with robotic game. Each phase was then analyzed by both mid-test and post-test. The study revealed the inclusion of both the unplugged and plugged coding activities was beneficial. Students were significantly motivated and greatly enhanced in terms of learning effectiveness. In other hand, this study found that teachers have positive perceptions of the implementation game-based learning in classroom. Most of teacher agree that game-based learning has positive effects on student′s lifelong learning skills, improve students’ collaboration and students’ communication skill.
