無論文明如何演進，社會從務農邁向數位經濟時代，遊戲始終扮演生活中休閒娛樂與抒壓的重要角色。而數位遊戲寓樂於教的效果，和認知風格被視為是學習過程影響偏好行為的重要因素，當導入數位遊戲於學習活動時，認知風格與提升學習成效彼此間之關聯，遂成為非常重要的研究議題。認知風格是個人處理思考、記憶、知覺與問題解決等外在訊息時，一種習慣性和持久性的傾向，這種傾向是否會影響遊戲者在遊玩過程中對於遊戲介面元素的偏好，進而影響其遊戲行為，應該是遊戲設計者需要考量的重要因素之一。本研究旨在探討相異認知風格的學習者，對於偏好的數位遊戲介面元素之關聯。以文獻分析法蒐集相關文獻後進行分析，再設計數位遊戲偏好問卷和遊戲介面偏好問卷讓研究對象填答，經由問卷資料蒐集和分析，以呈現設計數位學習遊戲的遊戲介面元素時，基於相異認知風格學習者應著重的特點。本研究以153位大學生為研究對象，透過藏圖測驗將受試者分為場獨立者和場依賴者；研究結果根據介面元素的四個向度，分別為擺放位置、幾何形狀、提示功能和線性與非線性學習等，討論相異認知風格學習者之偏好。本研究並據此提出遊戲設計介面元素之實務面及未來研究的建議。

Edutainment has drawn attention to related e-learning research over the past few decades. Previous research has shown a strong relationship between digital gaming and cognitive styles. It is benefi cial for leaners with different cognitive styles to select suitable genres of digital games in their learning. Researchers found that the learners with different cognitive styles also revealed significant differences in navigation and linear/ non-linear learning with varied computer system interfaces. However, studies are seldom discussed how learners with different cognitive style select favorite game interfaces and genres. Therefore, this study is to investigate how learners with different cognitive styles select elements of favorite game interfaces and game genres. One hundred and fiftythree college students with gameplay experience participated in this study. They were separated into two groups by a hidden figure test. Thirty-six of them were categorized as field-dependent, while the other thirty-six participants were field-independent. The participants answered two questionnaires with high validity and reliability. The results indicated significant differences between the field-dependent and the field-independent learners in terms of “placement of interface elements,” “geometric fi gures,” and “tips” in interface navigation. Linear/non-linear learning also showed the same results. However, fi eld-dependence and fi eld-independence do not signifi cantly correlate to game genres on preference differences. Additionally, this study found that the traits of “buttons” would affect the fi eld-dependent learners and the fi eld-independent learners to hold signifi cant preferences on gaming interfaces. According to the results of this study, it was benefi cial for students with different cognitive styles to give suitable elements of gaming interfaces. It could also improve their learning achievement on game-based learning.