臺灣博碩士論文加值系統

在化學領域的學習中，實驗是非常重要的部分，然而，在實驗過程中，經常伴隨著可能的危險。因此，倘若能夠藉由遊戲機制結合化學概念學習，讓學習者在遊戲中模擬化學實驗操弄，便可降低實驗過程中的可能風險。本研究設計兩款結合故事情境和模擬操作的化學教育遊戲『搶救矣修斯©』以及『生生不息©』，運用認知鷹架引導搭配錨定式教學，將問題與線索嵌入情境之中，引導玩家探討遊戲中的化學知識，並在場景中的模擬操弄過程達成遊戲任務，輔助學習者學習酸鹼滴定或氧化還原滴定單元中的實驗操作、裝置選用與現象詮釋。藉由實徵評估，本研究之研究對象分別為64位和62位台灣北部某高中學生，探究學習者在遊戲過程中的學習成效、心流狀態與科技接受度。

研究結果發現，學習者除了在整體學習成效達到顯著進步外，學習者運用本遊戲學習後，還在現象詮釋、裝置選用與實驗操作的學習成效上也達顯著進步，並且具備高度的心流投入與科技接受度。此外，在「搶救矣修斯」部分，男性在心流前提子維度自我掌控感和心流經驗子維度失去自我意識上顯著高於女性；男性在整體科技接受度、認知有用性和認知易用性上顯著高於女性；高分組的學習者在心流整體、心流前提和心流前提子維度挑戰與技能的平衡、清楚的目標、知行合一以及科技接受度整體上皆顯著高於低分組。在「生生不息」部分，男性在科技接受度上之認知易用性顯著高於女性；高分組在心流整體、心流前提和心流前提子維度挑戰與技能的平衡、知行合一、心流經驗子維度失去時間感以及科技接受度整體、認知有用性上皆顯著高於低分組。

最後，本研究也初步分析學習成效、心流狀態與科技接受度各維度間彼此影響的關聯與路徑模式，並提出相關的研究與教學實務建議。

Experiment is an important part in chemistry learning, but it may also bring possible danger during the experiment. Therefore, if game mechanism and chemistry learning can be integrated for learners to operate experiments in a simulation game, possible risks in the experiment may be reduced. The study developed two chemistry educational games, “Saving Etheus©” and “Circle of Life©,” integrating story contexts and simulated operation. The games applied scaffolding and anchored instruction to guide the players to explore chemistry knowledge in the game based on the questions and clues embedded in the context. The students completed the missions in a simulated operation context to learn experiment operation, device selection, and phenomenon interpretation in the lesson of acid–base titration and redox titration. This empirical study recruited 64 and 62 senior high school students in northern Taiwan, aiming to explore their learning effectiveness, flow, and technology acceptance in the game.

The results suggested that the learners showed improvement in general learning effectiveness, including the performance of phenomenon interpretation, device selection, and experiment operation. They also showed high degree of flow and technology acceptance. Moreover, in “Saving Etheus,” males showed higher scores than females on sense of control, the sub-dimension of flow antecedent, and loss of self-consciousness, the sub-dimension of flow experience. Males also showed higher scores than females on technology acceptance, perceived usefulness, and perceived ease of use. High achievers showed higher scores than low achievers on technology acceptance, flow, flow antecedent, and its sub-dimensions, including balance between challenge and skill, a clear goal, and action-awareness merging. In “Circle of Life,” males showed higher scores than females on perceived ease of use in technology acceptance. High achievers showed higher scores than low achievers on flow, flow antecedent and its sub-dimensions of balance between challenge and skill and action-awareness merging, transformation of time, the sub-dimension of flow experience, technology acceptance, and perceived usefulness.

Last, the study also preliminarily analyzed the correlation and path model among learning effectiveness, flow, and dimensions of technology acceptance with suggestions for research and teaching.

摘要 I
Abstract II
致謝 IV
目錄 V
圖次 X
表次 XI
第壹章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與研究問題 4
第貳章 文獻探討 6
第一節 遊戲式學習 6
一、遊戲式學習 6
二、遊戲式學習輔助教學案例 7
第二節 化學教學 8
一、化學實驗教學 8
二、電腦輔助化學教學案例 9
第三節 模擬操弄 11
一、模擬操弄學習 11
二、模擬操弄輔助學習案例 12
第四節 鷹架理論 13
一、鷹架理論 13
二、鷹架理論輔助學習案例 14
第五節 錨定式教學 15
一、錨定式教學 15
二、錨定式教學輔助學習案例 16
第六節 小結 17
第参章 研究方法 18
A- 搶救矣修斯 18
第一節 研究設計 18
第二節 研究對象 18
第三節 研究工具 18
一、遊戲系統 19
(一) 設計理念 19
(二) 遊戲前導介面 22
(三) 遊戲操作介面 24
(四) 系統簡介與操作流程 26
二、參與遊戲同意書、基本資料問卷與遊戲經驗問卷 27
三、學習成效評量(前後測) 28
四、心流問卷 29
五、科技接受度問卷 31
第四節 研究程序 31
第五節 資料蒐集與分析 32
B- 生生不息 34
第一節 研究設計 34
第二節 研究對象 34
第三節 研究工具 34
一、遊戲系統 35
(一) 設計理念 35
(二) 遊戲前導介面 38
(三) 遊戲操作介面 40
(四) 系統簡介與操作流程 42
二、參與遊戲同意書、基本資料問卷與遊戲經驗問卷 43
三、學習成效評量(前後測) 44
四、心流問卷 46
五、科技接受度問卷 48
第四節 研究程序 48
第五節 資料蒐集與分析 49
第肆章 研究結果 51
A- 搶救矣修斯 51
第一節 高中生對「搶救矣修斯」整體學習成效、心流程度、科技接受度 51
一、整體學習成效 51
二、開放性問題、實驗裝置名稱和程序性知識三構面之學習成效 52
三、心流狀態 53
四、科技接受度 54
第二節 不同性別的學習者在學習成效、心流狀態與科技接受度的差異 56
第三節 高低學習成效組學習者在學習成效、心流狀態與科技接受度差異 58
第四節 相關與路徑分析 60
一、相關分析 60
二、路徑分析 61
B- 生生不息 64
第一節 高中生對「生生不息」之整體學習成效、心流程度、科技接受度 64
一、整體學習成效 64
二、開放性問題、實驗裝置名稱和程序性知識三構面之學習成效 65
三、心流狀態 66
四、科技接受度 67
第二節 不同性別的學習者在學習成效、心流狀態與科技接受度的差異 69
第三節 高低學習成效組學習者在學習成效、心流狀態與科技接受度差異 71
第四節 相關與路徑分析 73
一、相關分析 73
二、路徑分析 74
第伍章 討論 77
第一節 高中生對於「搶救矣修斯」與「生生不息」之整體學習成效、心流狀態與科技接受度 77
第二節 不同性別的學習者在學習成效、心流狀態與科技接受度的差異 79
第三節 高低學習成效組學習者在學習成效、心流狀態與科技接受度差異 80
第四節 學習者在「搶救矣修斯」與「生生不息」中的學習成效、心流狀態、科技接受度各個要素間之關聯與路徑 81
第陸章 結論與建議 83
第一節 結論 83
第二節 建議 86
一、遊戲系統發展方面 86
二、教學實務用方面 87
三、未來研究上的建議 88
(一) 行為模式分析 88
(二) 實驗組與控制組 88
參考文獻 89
附錄一 ：酸鹼滴定實驗步驟 97
附錄二 ：參與遊戲同意書(搶救矣修斯) 99
附錄三 ：基本資料問卷(搶救矣修斯) 100
附錄四 ：遊戲經驗問卷(搶救矣修斯) 101
附錄五 ：學習成效評量(搶救矣修斯) 102
附錄六 ：心流問卷量表(搶救矣修斯) 104
附錄七 ：科技接受度量表(搶救矣修斯) 105
附錄八 ：氧化還原滴定實驗步驟 106
附錄九 ：參與遊戲同意書(生生不息) 108
附錄十 ：基本資料問卷(生生不息) 109
附錄十一 ：遊戲經驗問卷(生生不息) 110
附錄十二 ：學習成效評量(生生不息) 111
附錄十三 ：心流問卷量表(生生不息) 114
附錄十四 ：科技接受度量表(生生不息) 115

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