本研究目的是探討透過使用本研究所設計的地理桌遊牌卡遊戲融入世界地理課程時，遊戲中學生的遊戲自我效能、遊戲興趣、認知負荷與地理桌遊的遊玩自信心提升之相關性為何。為達本研究目的，本研究從新北市國中蒐集149份有效資料，經由信度及效度檢驗後，使用VirtualPLS統計軟體進行研究模型驗證。研究結果顯示：在地理桌遊活動的情境中，遊戲自我效能對於遊戲興趣呈現正影響，遊戲自我效能與認知負荷呈現負影響；最後，遊戲興趣能有效地幫助地理桌遊的遊玩自信心提升，而認知負荷則會負向影響地理桌遊的遊玩自信心提升。由此可見，牌卡桌遊活動是可以融入地理課程的一種良好教學方式，如果學習內容設計得宜，透過玩中學的過程中，讓學習者獲得知識並進行複習。

This study explored the integration of geography board games into a world geography curriculum. Through this game, students’ gameplay self-efficacy, gameplay interest, cognitive load, and self-confidence were evaluated. This study collected 149 valid data to test the reliability and validity, and VirtualPLS statistical software was employed. The study results demonstrated that in the context of geography board games, gameplay self-efficacy were positively correlated with gameplay interest and negatively correlated with cognitive load. Additionally, gameplay interest in geography board games was found to effectively improve self-confidence. The study results indicate that well-designed learning content enables learners’ knowledge gains and gives them the chance to review the content during the process of playing.