本研究旨在設計評估，體感互動遊戲於國小三年級閩南語學習。研究以悅趣化學習理論為基礎，經由文獻分析與教學專家討論後，擬定出教學需求，設計兩款體感互動遊戲，協助教師教學，促使學童學習上能有學習意願。兩款遊戲課程，分別針對「認字」與「識音標」的課程教學需求進行設計，實施於課程教學回顧與綜合活動評估。研究結果顯示，學生呈現高度的學習動機，並認為利用體感互動遊戲的呈現方式，使學習過程更有參與感與互動性。教學應用方面，教師對體感互動遊戲應用於教學中，持正向肯定的態度，認為可行度高。此外，透過學生參與遊戲的過程，有助於教師能立即發現學生迷惑之處，以進行教學檢討，亦可以滿足國小學生愛活動的心理，展現同儕督促學習的精神。

The objective of this article was to design and evaluate the use of physically interactive games to the instruction of Minan dialect, focusing on Grade 3 elementary school students. Firstly, teaching requirements were defined from the analysis of related literature and the consultation with experts. Based on the Game-based learning theory, two games were designed to support the Minan dialect and to enhance learning motivation. These two games focused upon “word definition” and “phonetic alphabet” respectively. The methods of evaluation were conducted through the interview, observation, and questionnaire survey. The results indicated that the physically interactive games enhanced students’ motivation, increased learning participation and physical interaction. The teachers had positive attitudes towards the use of physically interactive games in the Minan dialect, and believed that it was feasible. In addition, through the process of playing games, the knowledge weakness of students’ capability could be identified with timely feedback. The learning activities fulfilled most students that favored hysical activities. Also, mutual learning between pupils was enhanced.