近年來，數位遊戲已被應用於各個學科的學習活動中，以透過遊戲中的情境，來增進學生的學習興趣與成效。然而，一般的數位教育遊戲大多是透過選擇題來確認學生的學習狀況。這樣的測驗方式，學生有可能透過猜測的方式完成任務，因此系統可能無法瞭解學生實際的學習狀況；同時，遊戲系統在學生答題錯誤時，亦無法分析可能的原因，以提供建議。因此，本研究提出基於雙層次測驗及數位遊戲情境之學習模式，以確認學生在遊戲過程中是否真正瞭解系統所提出的問題；同時，在學生答題時，亦能夠辨別其答錯的原因，進而提供補救學習的建議。為了驗證這個學習模式的有效性，本研究以準實驗設計的方式，應用在園藝課程中。實驗對象是高職一年級兩個班級學生。其中一個班級35名學習為實驗組，採用「基於雙層次問題導向學習機制之情境遊戲」學習模式；另一個班級35名學習為控制組，採用「一般情境遊戲」學習模式。由實驗結果發現，基於雙層次問題導向學習機制之情境遊戲的學習模式，比一般情境遊戲的學習模式，更能提昇學生的學習成就、學習動機及自我效能；另外，在認知負荷方面則兩組沒有顯著差異。最後，本研究針對實驗結果進行討論，並提出未來研究的建議。

In recent years, digital games have been used in learning activities of various disciplines to enhance students' learning interests and effectiveness through the context of the game. However, most of the digital educational games use multiple-choice questions to confirm students' learning status. Therefore, the system may not be able to understand the actual learning status of students. At the same time, the game system cannot analyze the possible reasons for students' wrong answers to provide suggestions. Therefore, this study proposes a learning model based on a two-tier test and a digital game context to identify whether students understand the questions asked by the system during the game. Meanwhile, the system can identify the reasons for students' wrong answers to provide suggestions for remedial learning. In order to evaluate the effectiveness of the proposed approach, this study was applied to the horticulture course, using a quasi-experimental design. The experiment was conducted with two classes of first-year senior high school students. One class with 35 learners was the experimental group, and the learning mode of " contextual games based on two-tier problem-oriented learning mechanism " was used; the other class with 35 learners was the control group, and the learning mode of "general contextual games" was used. The experimental results have been shown that the learning mode of contextual games based on two-tier problem-oriented learning mechanism was more effective than the learning mode of general contextual games in enhancing students' learning achievement, motivation, and self-efficacy. In addition, there was no significant difference between the two groups in terms of cognitive load. Finally, this study discusses the experimental results and proposes suggestions for future research.

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