本研究探討遊戲融入因倍數概念對學習扶助學生數學學習成效的影響，並以國小五年級學生為研究對象。適當的遊戲設計能夠激發學生的學習動機，提升其對數學概念的理解，因此本研究透過遊戲作為學習工具，探討遊戲化學習如何影響學習扶助學生在因數與倍數概念上的認知與應用能力。
本研究採個案研究法，主要以質性資料分析為主，輔以學習前後測成績與量表結果進行對照分析。研究透過觀察、訪談與學習歷程記錄，探討遊戲教學對學習輔助學生數學學習態度與成效之影響。此外，研究亦透過遊戲前後測來評估學生在因數與倍數概念上的進步情形，檢驗遊戲對學生數學學習成效的影響。
本研究的主要結果如下：
一、數學遊戲能夠有效支持學習扶助學生掌握因數與倍數的基本概念，並提升其學習興趣與參與度。
二、透過遊戲互動，學生能夠在實際操作與競爭機制中強化對因數與倍數關係的理解，並修正錯誤概念。
三、遊戲學習單與觀察結果顯示，部分學生在遊戲後對因數與倍數概念的應用仍存在挑戰，特別是在數字關係的判斷上仍較依賴直覺，而非數學推理與分析。
四、描述性統計分析結果顯示，學生在遊戲後測驗中的表現並未有顯著提升，但在對於數學的基本理解有更紮實的跡象。
本研究結果顯示，透過遊戲融入教學能夠提升學習扶助學生對因數與倍數概念的學習成效，未來可進一步探討不同遊戲設計對於其他數學概念的應用，並持續優化遊戲化學習策略，以提升學生的數學學習動機與能力。

This study explores the impact of integrating games into the learning of factor and multiple concepts on the mathematical learning effectiveness of remedial students, with a focus on fifth-grade elementary school students. Properly designed games can stimulate students' motivation and enhance their understanding of mathematical concepts. Therefore, this study employs games as a learning tool to investigate how game-based learning influences remedial students' cognitive and application abilities regarding factors and multiples.
This study adopts a case study approach, incorporating qualitative analysis and descriptive statistical analysis. Data were collected through learning worksheets, classroom observations, video recordings, and interviews to analyze students' conceptual understanding and learning performance during the game-based learning process. Additionally, pre- and post-tests were conducted to evaluate students' progress in factor and multiple concepts and to examine the impact of the games on their mathematical learning effectiveness.
The key findings of this study are as follows:
Game design effectively supports remedial students in mastering fundamental concepts of factors and multiples while increasing their learning motivation and engagement.
Through game-based interaction, students reinforce their understanding of factor-multiple relationships by engaging in hands-on operations and competitive mechanisms, allowing them to correct misconceptions.
Analysis of learning worksheets and classroom observations indicates that some students still face challenges in applying factor and multiple concepts after gameplay, particularly in making accurate numerical judgments, as they tend to rely more on intuition rather than mathematical reasoning and analysis.
Descriptive statistical analysis reveals that students' post-test performance did not show a statistically significant improvement; however, there were indications of a more solid foundational understanding of mathematical concepts.
The findings of this study suggest that integrating games into teaching can enhance remedial students' learning effectiveness in factor and multiple concepts. Future research can further explore the application of various game designs to other mathematical concepts and continuously optimize game-based learning strategies to improve students' motivation and mathematical proficiency.