本研究設計並實作一個使用不對等策略之小組數學練習競爭式遊戲。許多研究指出，電腦遊戲可以用來增加小朋友對數學的學習成效及興趣。然而，競爭式遊戲雖然可以提高學習動機，但同時也無形地侵蝕了學生的內在動機，和打擊了低成就學習者的信心。再者，在一個班級的環境中，學生們的能力原本就不同，如何針對不同的能力給予適當的挑戰是關鍵所在。本論文設計了一個在一對一數位教室環境下，輔助國小學生數學技巧熟練的遊戲(AnswerMatching)，此遊戲利用「不對等策略」的方式，在不改變題目的前提下，改變一些遊戲的方式，提供適當的挑戰度給學生，以維持學習動機，另外，並使用「資訊隱藏策略」來保護學生的信心，讓學生不會在能力差異的環境中受到打擊。而所謂的「資訊隱藏策略」即是隱藏可能對學生的感覺和信心造成傷害的資訊。
本研究為了設計AnswerMatching的遊戲規則，先利用紙本的方式設計活動，以探討遊戲的可行性與趣味性，才進行實作。並在遊戲實作的過程中，利用「不對等策略」來設計遊戲挑戰度的調整。為了評估系統設計和活動的可用性並探討AnswerMatching 對學生情緒的影響，本研究以18個國小四年級學童參與的實驗做觀察與探討。在實驗的結果可以發現學生在AnswerMatching這競爭遊戲中，不會被競爭遊戲所帶來的負面影響打擊，並發現他們的學習動機，學習興趣，專注力及集中力都有所提升。AnswerMatching提供一個較高學習動機的環境，所有的學生都很樂於練習數學。

The objective of the research is to design and implement a small group competitive game for practicing arithmetic with Asymmetrical Competition strategy. Many researches have pointed out that computer games can increase children’s learning outcome and interests. However, even though competitive games can increase the level of motivation, but at the same time it adversely affects the intrinsic motivation of students and hurts the confidence of learners with lower skill levels. Moreover, in a single classroom, the ability level of the students varies. The key factor is providing students with different skill levels the right amount of competition. The author designed a game (AnswerMatching) under the 1:1 Digital Computing Environment which aims at supporting elementary school students in developing their mathematics skills. The game utilizes the Asymmetrical Competition strategy due to provide the suitable amount of competition to students in order to maintain their learning motivation. The game also utilizes the Information Hiding strategy due to protect the confidence of students so that their self-confidence will not be hurt in an environment where there are students with various skill levels. The purpose of Information Hiding strategy is to hide those information which might have negative effects on the students confidence and feelings.
In order to design the game rules for AnswerMatching, the author first uses paper and pencil to design the game activity in order to probe into the feasibility and interest of the game before actually implementing it. The implementation of the game also uses Information Hiding strategy to design the varying competition level. An evaluation study was conducted in an elementary school in Taoyuan where 18 grade 4 students participated. The goals of the evaluation were to evaluate the system usability and activity design and explore the effects of AnswerMatching on the students’ affective states. It was found that the students’ confidence was not affected by the negative influences of competitive game. The results also found that there was an increase in the level of motivation, interest, focus and concentration in students while playing the game. The results also suggest that AnswerMatching provided a motivating learning environment and students enjoyed practicing mathematics using the game.

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