本研究的主要目的在於探討如何將資訊科技與桌遊結合，融入國小五年級彈性學習課程的設計與實施過程中，並深入分析此種創新教學模式對學生資訊素養、運算思維及學習成效的影響。研究問題包括：一、運用機器人遊戲進行〈TechTopia—科技烏托邦〉時，對國小高年級學生的運算思維能力有何影響？二、國小高年級學生在進行 〈TechTopia—科技烏托邦〉中的程式設計歷程為何？三、〈TechTopia—科技烏托邦〉融入資訊科技對國小五年級不同性別學生的資訊素養有何差異？四、國小高年級學生對〈TechTopia—科技烏托邦〉遊戲式學習的課程回饋為何？ 本研究採用混合方法進行，包含質性與量性資料的收集與分析。首先，進行文獻回顧，整理有關遊戲式學習、資訊素養、運算思維等理論，並基於此基礎設計一個結合桌遊和資訊科技的彈性學習課程。接著，研究者於某國小五年級進行教學，收集學生的學習成果、問卷資料以及過程錄影。資料分析部分，採用統計方法進行學習成效測驗，並對遊戲歷程進行質性分析，以深入瞭解彈性課程如何更貼近學習目標。 研究結果顯示，學生在運算思維整體表現及各構面上皆有提升，尤以多步推理、抽象化分析與演算法規劃相關題型進步最為明顯。質性資料亦顯示，學生在多回合遊戲歷程中逐漸能以較具結構性的方式進行問題拆解與程式修正，展現由操作層次轉向策略層次的演算法思維發展。此外，資訊素養自評問卷結果顯示整體表現正向，男生在資料管理與工具應用上自評較高，而男女在溝通表達與使用態度上差異不明顯。〈TechTopia—科技烏托邦〉情境化任務亦促使學生實際運用資訊蒐集、判斷與決策能力，有效促進資訊素養之養成。;This study explores the integration of information technology and board games into a flexible curriculum for fifth-grade elementary students and examines its effects on their computational thinking, information literacy, and learning satisfaction. The research investigates how using the robot-based game TechTopia influences upper elementary students’ computational thinking skills, how students engage in programming during gameplay, how the incorporation of information technology in TechTopia affects the information literacy of students of different genders, and how students perceive and respond to this game-based learning approach. A mixed-methods design was employed, combining quantitative data from achievement tests and questionnaires with qualitative data from classroom observations and video recordings. The curriculum was implemented in a fifth-grade class, and analyses focused on students’ learning outcomes, engagement, and experiences throughout the instructional process. Students showed overall improvement in computational thinking, particularly in multi-step reasoning, abstraction, and algorithmic planning. Qualitative findings indicated a shift from operational to strategic algorithmic thinking. Information literacy self-assessments revealed overall positive performance, with boys rating themselves higher in data management and tool use, while gender differences in communication and attitudes were minimal. Contextualized tasks in TechTopia effectively fostered students’ information literacy through active information collection, evaluation, and decision-making.
