本文探討學生在遊戲敎學模式下學習經濟學的成效。我們一共招募了22個《經濟學》班級約1,500名學生，分爲實驗組（遊戲敎學）與對照組（單向講授），針對相同的主題範圍進行一次前測與兩次後測，藉由比較兩組間前後測的差異來驗證遊戲敎學的效果。實證結果顯示，兩組學生的學習投入時間沒有顯著差異，但遊戲敎學會讓學生對《經濟學》產生較爲正面的態度。在短期學習成效方面，遊戲敎學的優勢主要展現在難度較高的進階試題；而在中長期記憶方面，遊戲敎學則是全面一致地有統計上顯著優勢，包括敎案未涵蓋到的主題，顯示其正面的外溢效果。

This article examines the effectiveness of game-based teaching on student achievement in a principles of microeconomics course. A total of twenty-two classes (nearly 1,500 students) participated in the study — fourteen of which (the treatment group consisting of 996 students) made use of two classroom games throughout the first half of the semester while the remaining eight classes (the control group consisting of 488 students) used the lecture-oriented approach. On the same range of topics covering markets, welfare, and public-sector policies, all classes jointly implemented one pretest and two post-tests. We find that students in the treatment group exhibited a more positive attitude toward economics, achieved a significantly greater short-term improvement in their understanding of advanced topics, but differed little in hours of study. Furthermore, the use of classroom games increased the mid-term retention of economic knowledge significantly and comprehensively, including a positive spillover effect on concepts not covered in the games.