隨著教育科技的發展，數位化遊戲式學習逐漸運用在教學實務上。而結合模擬軟體特色與遊戲元素的教學遊戲可望能有輔助科學實驗教學。本研究發展一結合模擬操弄與故事情境的化學實驗模擬教學遊戲「犀利人夫之超完美男人2」，以促進學習者於基本電解液調配上的知識、程序以及實驗安全觀念的學習。本研究擬以此遊戲作為數位遊戲式學習素材進行實徵的研究，探究學習者運用此遊戲之科技接受度與心流狀態，以及這兩個維度間彼此的關聯。並探討不同性別、過關狀態、先備技能的學習者的在科技接受度、心流狀態上的差異。此外，本研究並以螢幕錄影方式來紀錄各個學生的完整學習歷程，並探究學習者在遊戲中進行模擬操弄的常見錯誤類型之學習歷程，以探究學習者對於學生在學習化學電解液調配時容易犯的一些操作錯誤與迷思概念(如:調配程序錯誤或是忽略安全防護)。
本研究之參與者為台灣某北部大學一年級材料系學生共87名。研究結果發現學習者對於本遊戲具備中位數以上程度之科技接受度與心流狀態，並發現心流狀態維度中的心流前提與科技接受度之認知易用性達高度正相關，且學習者之過關狀態與科技接受度與心流狀態存在一定程度之差異。性別與先備技能在科技接受度與心流狀態上則無發現顯著差異，另外，本研究也初步分析科技接受度與心流狀態各維度間存在彼此影響的路徑模型，並討論各種學習者於本遊戲模擬操弄過程中常發生的錯誤學習歷程。

With the development of educational technology, digital game-based learning environments are gradually adopted in the educational practices. This study developed a simulated chemistry experiment game Perfect PAPA II, combining procedure manipulation and story contexts to promote learners’ knowledge and procedures of basic electrolyte mixture as well as their experimental safety concepts. The study used this digital game-based learning material to explore participants’ technology acceptance, flow status, and their relationship. Also, this study explored effects of participants’ different genders, completion status, and prerequisite skills on their technology acceptance and flow status. Moreover, the researcher recorded all students’ learning behaviors to analyze the reasons of their failures in the game and their frequent mistakes and misconceptions during the learning process of electrolyte mixture (e.g., wrong procedures for mixing or neglect of safety protection). Participants included 87 college students from the department of materials in northern Taiwan. The findings indicated that participants’ technology acceptance and flow status were above the average level in this game and that a high correlation was found between students’ flow antecedents and their perceived ease of use. Significant difference was observed among participants’ completion status in their technology acceptance of this game and their flow. However, differences between genders and prerequisite skills in the flow were not significant. In addition, the study also investigated the path model of technology acceptance and flow dimensions as well as discussed students’ common learning errors in this game.

周逸璇（2012）。結合角色扮演策略與模擬情境的高中電磁鐵數位教學遊戲之發展與評估。國立臺灣科技大學數位學習與教育研究所，未出版，台北市。
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