本研究目的旨在藉由文獻分析之歸納，提出電腦模擬遊戲式學習之教學策略，並發展成一單元課程實施於某私立大學之三年級學生課堂中，使用單組前、後測實驗法及學習滿意度和動機量表來探討電腦模擬遊戲式學習之教學策略之可行性與實用性。並且以學習者訪談和前述多項調查表之數據以修訂定新的電腦模擬遊戲式學習之教學策略表。 研究結果: 一、學習者學習成效前、後測分數經t檢定發現達顯著差異，可驗證該電腦模擬遊戲式之教學策略施行於課程之可行性與實用性。 二、學習者滿意度及動機量表統計皆有3.44及3.52的平均值，在學習者滿意度的部份，學習者對於內容層面的滿意度評分較高。在學習動機部份，學習者認為呈現遊戲規則可輔助快速進入遊戲情境中學習。 三、學習者訪談中了解學習者在操作上感到很滿意，但在回饋與教學支援的即時性，有更高的需求，並表示即使是遊戲式學習課程仍需教師的帶領與獎勵，才會有更高的學習動機與成效。 四、最後彙整所蒐集之數據與訪談內容以再次修訂電腦模擬遊戲式學習之教學策略表，做為教師日後再發展或執行電腦模擬遊戲式學習課程之參考。 This study aimed to develop and summarize the instructional strategies of computer simulation game-based learning through literature and developing course for third grade students in university. This study is to make sure the feasibility and practicability of the instructional strategies of computer simulation game-based learning. Therefore, conducted one-group pretest-posttest design experiment and learning satisfactions, learning motivation. This study found: 1. Significant difference in one-group pretest-posttest design experiment, it can check the feasibility and practicability of the instructional strategies of computer simulation game-based learning. 2. Learning satisfactions got average 3.44, that students felt satisfied in content of game based learning. Learning motivation got average 3.52, students thought game rules could help them understand faster that how to start the game. 3. Learner interviews found that learner felt satisfied in interface controlling, but they need more feedbacks and teaching support just in time, and even game based learning also need more encouragement from teachers that can make them learn better. 4. Finally, we collected entire data including interviews to revise the table of instructional strategies of computer simulation game-based learning. It will be a suggestion for teachers who develop computer simulation game-based learning.