共變推理能力在日常生活中是非常重要的思考技能。學生的共變推理表現與遊戲焦慮、遊戲興趣、後設認知與遊戲自我效能的相關性是本研究所要探討的。為了瞭解數位遊戲的成效，本研究應用了一款名為「NG麵包」的共變推理遊戲，這是專門為具有六個月烘焙學習經驗的高中學生所設計的數位遊戲，讓學生能運用所學到的知識來解決NG麵包遊戲中的問題。本研究選取138位16.5歲的高中生參與每週二十分鐘，連續實施六週的NG麵包遊戲。學生必須在每次遊戲實驗前、後填寫電腦問卷(包含遊戲實驗前實施的後設認知、遊戲自我效能問卷及實驗後實施的遊戲焦慮、遊戲興趣問卷)。最後，回收119份有效問卷。本研究根據問卷資料，採用SPSS 22及 AMOS 21進行信、效度的檢驗以及運用時間序列分析來驗證情感因素的相關變化。研究的結果發現：第一、提高參與者的後設認知和遊戲自我效能，可以提升遊戲興趣和共變推理表現。第二、遊戲自我效能和後設認知在共變推理能力上，具有非常重要的作用。第三、除相關性研究外，從時間序列分析發現，隨著NG麵包遊戲的練習時間增加，遊戲焦慮會逐漸降低。研究結果還顯示，遊戲自我效能和後設認知在共變推理中有著非常重要的作用。 然而，共變推理是一種重要的推理能力，需要實踐以應對日常生活所面臨的問題，因此，NG麵包遊戲可以作為提高學生共變推理能力的一個例子。此外，更可為不同背景的各種專業學科開發共變推理遊戲。

Covariation reasoning is very important thinking skills in daily life. How students performed their covariation reasoning in relation to their gameplay self-efficacy and in gameplay interest that associated with their gameplay anxiety and metacognition were studied. In order to understanding the effect of gameplay, this study used a game, named “No Good (NG) Bread” which was designed for senior high school students who have taken a half year of baking courses to apply their knowledge to solve baking problems. Participants aged 16.5 years old and 138 students were invited to practice that game 20 minutes for 6 times. The questionnaire related to metacognition and gameplay self-efficacy were delivered before this experiment, questionnaires related to gameplay anxiety and gameplay interest were given after each trial of game playing. Finally, 119 were usefully returned. After collecting of the questionnaires, the reliability and validity of measurement were done by SPSS 22. AMOS 21 and time series analysis was used to verify the change of affective factors. The results of this study showed that increasing participants’ metacognition and gameplay self-efficacy would increase gameplay interest and performance (i.e., covariation reasoning performance). In addition to correlation study, this study also used time serious analysis and found that decrease gameplay anxiety as practice times increased in practicing NG Bread. The results also suggested that gameplay self-efficacy and metacognition play very important roles in a covariation reasoning. However, covariation reasoning is an important reasoning skill and need to be practiced to cope daily life, therefore, the NG-Bread can be taken as an example for those students to enhance their covariation skills. Moreover, the different context of covariational reasoning can be developed for various disciplines.

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