經濟教育是一種歷程訓練，提供人們在有限資源下面對經濟問題時，能夠理性地分析現況、判斷趨勢與進行抉擇。台灣學生在國中畢業後，即已有了基礎的經濟學分析與判斷問題的概念，只是到了大學，由於分科分系後強調的專業知識訓練，使得學子們對經濟領域的概念越來越生疏。
為提昇大學以上學生之經濟素養及學習動機與興趣，本論文利用Google Earth 提供之軟體功能，編製具全球化經濟地理之主題地圖，並透過GIS具有的展示空間、時間及資料的特色，建置一具有立體空間的全球化經濟地理教學平台；同時，本論文融入問題導向學習策略，透過合作學習的方式，強化學生的發言的態度、自信，以增加人際技巧與小組的合作表現。本論文也設計了以全球化相關的黑鮪魚產業所面對的問題為討論議題，同時以其外部效果與環境資源為教學內容，使學生藉由問題導向學習模式的合作學習方式，經由操控全球化經濟地理教學平台，進行議題的解決討論。
由實驗結果可以發現，實驗組在外部效果與環境資源之學習成就，顯著優異於對照組；無論實驗組或對照組，在學習動機問卷結果皆顯示，全球化經濟地理教學平台能激發學習者對經濟領域的學習動機與興趣，且利用本教學平台進行同儕的討論，能引起學習者對經濟議題的關注。

Economic education is a training, which includes economic reasoning, problem solving, decision-making, and the ability to analyze the situations in real-life. In Taiwan, people have basic economical knowledge after graduated from high schools. However, such basic and general knowledge and skills become rusty in colleges because of their own majors and subjects in colleges are rarely related with economics.
For improving the learning motivation and economical literacy, this thesis constructed a platform with the integrating of multi-layered user interface on Google Earth, three-dimensional global economic geographical GIS, and Problem-based Learning strategy. Students were requested to join the discussions of the global issue of Bluefin tuna in this novel platform. The difference between multi-layered and single-layered user interface were discussed.
It is found that the economic literacy of the experimental group (which used multi-layered user interface) is significantly and highly raised than the control group (which used single-layered user interface). Moreover, the ARCS motivational questionnaire has shown positive effects both on experimental group and control group. In other words, it is proved that GIS improves learners’ motivation for economic education, and PBL strategies promote better collaboration among learners and help them be aware of globalization problems and economic issues.

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