虛擬實驗室有助於輔助學生在進入實際化學實驗室前，對於實驗操弄與科學概念的學習，並降低在操作實際的化學實驗時的危險且節省化學耗材的成本。本研究開發一款結合擴增實境與虛擬實驗室之行動載具遊戲「氧成大作戰」，這個整合擴增實境、錨定教學情境與虛擬實驗室的遊戲式學習系統，可望讓學生在實體情境中探究搜集實驗器材，並搭配場景中的各種線索作為鷹架，進行合作問題解決活動。學生並可將擴增實境學習活動中所蒐集的器材在虛擬實驗室中進行模擬操弄以達成遊戲任務。遊戲分為兩階段(AR探索遊戲階段、虛擬實驗室遊戲階段)。本研究從實微分析中探討學習成效、心流狀態、接受度以及關鍵的學習行為次數。本研究之研究對象為52位台灣北部某高中學生。研究結果顯示，學生在使用本遊戲進行學習後，學習成效達到顯著進步效果。在心流狀態、接受度的各項維度皆高於中位數。研究發現，AR探索遊戲階段、虛擬實驗室遊戲階段在不同性別的學習者的心流、成效與接受度上皆無顯著差異；虛擬實驗室遊戲階段的高學習成效組的學習者在心流前提的子維度「知行合一」顯著高於低學習成效組。在行為次數部分，AR探索遊戲階段高/低辨識器材次數、辨識錯誤器材次數與閱讀錯誤器材的文字訊息時間的學習者組別在心流的部分維度有達到顯著差異。

另外，本研究也初步分析心流狀態、接受度、學習成效與行為歷程各維度間彼此的關聯與路徑模式，並提出相關的研究與教學實務的建議。

Virtual laboratory helps students’ learning of experiment manipulation and scientific concepts before they actually enter the real chemistry laboratory. It also helps reduce the risks in conducting the real chemistry experiments and reduce the cost for chemistry experiment materials. This study developed an educational game “氧成大作戰”, on the mobile device that combined augmented reality and virtual laboratory. It’s a game-based learning system integrated with augmented reality, anchored instruction, and virtual laboratory. It is expected that the students could explore and collect the experiment materials in the real context and use the clues in the settings as scaffoldings for a collaborative problem-solving activity. The game includes two stages (the AR exploration stage and the virtual experiment stage). The study explored the students’ learning effectiveness, flow, acceptance, and frequency of their important learning behaviors based on the empirical analysis.

Fifty-two senior high school students in northern Taiwan participated in this study. The results showed that the students improved their learning significantly after the game. The scores in each dimension of flow and acceptance were above the median. The results also showed no significant difference in flow, effectiveness, and acceptance between male and female students at both the AR exploration stage and the virtual laboratory stage. However, students in the high learning effectiveness group performed significantly better than the students in the low learning effectiveness group in terms of the sub-dimension of flow “action-awareness merging” at the virtual laboratory stage. As for the frequency of the students’ behaviors, significant differences were found in some dimensions of flow, such as high/ low frequency in recognizing items at the AR exploration stage, frequency in recognizing wrong items, and time for reading guidance messages when finding wrong items. Moreover, the study also preliminarily analyzed the correlation and the path model in each dimension, such as flow, acceptance, learning effectiveness, and behaviors. Related suggestions for research and teaching were also provided in this study.

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