西元2020年，COVID-19的流行影響了全球教育體系的運作。各級學校與教育人員試圖提供遠距同步或非同步教學的方式繼續為學生提供學習內容和教學指導，以讓學生的學習不中斷。然而，遠距教學帶給了K-12教育許多的挑戰。無論是同步或是僅使用非同步的教學方法均有其限制，混合遠距同步與非同步教學的混成學習模式可能會是具備潛力的教學方法。從實體面對面課室教學轉換為遠距教學的變化，教師需改變現有的教學實踐並尋求創新的教學法。先前的許多研究發現，數位遊戲式學習是一種有效的教學方法。
本研究設計一個結合數位遊戲式學習和混成學習模式(遠距同步/遠距非同步)的「遠距數位遊戲式混成學習模式」。此模式共分為兩個學習階段，分別為第一階段：遠距同步數位遊戲式教學活動，以及第二階段：遠距非同步個人探究學習任務活動。遠距數位遊戲式混成學習模式強調在第一階段的遠距同步教學活動中，先行運用迷你教育數位遊戲進行學生體驗數位遊戲的小組協作自主學習活動，緊接著在教師的引導下進行協作問題解決討論活動。隨後，學生在第二階段遠距非同步教學活動完成個人學習任務，並進行非同步的互動討論。
為評估本研究提出方法的有效性，本研究以準實驗研究法在高中化學課程進行了一項實驗。研究對象為臺灣北部一所高中共73位學生，採用立意抽樣。實驗組一的學生使用結合遠距同步數位遊戲式教學活動與遠距非同步探究學習任務的「遠距數位遊戲式混成學習模式」，實驗組二的學生使用結合實體面對面課室數位遊戲式教學活動與遠距非同步探究學習任務的「實體教室數位遊戲式混成學習模式」，實驗組三的學生使用結合遠距同步影片式教學活動與遠距非同步探究學習任務的「遠距影片式混成學習模式」。
實驗的研究結果發現，「遠距數位遊戲式混成學習模式」可以有效的促進學生在遠距同步教學活動的學習成效、心流、科技接受度，同時也可以在遠距非同步教學活動取得良好的學習成效。此外，學生對整體的混成學習活動有良好的自我效能和學習滿意度，以及較低程度的認知負荷。另一方面，在討論專注度的量化內容分析結果發現，學生在遠距數位遊戲式混成學習模式的同步和非同步學習活動皆有顯著較佳比例的討論專注度，多數學生所產生的討論訊息多與學習主題相關，較不會偏離學習主題。

In 2020, the COVID-19 pandemic has influenced the functioning of the global education system. Schools and educators at all levels are trying to provide synchronous or asynchronous online learning to continue to provide students with learning content and instructional guidance to ensure that learning remains uninterrupted. However, distance learning brings many challenges to K-12 education. Whether synchronous or only asynchronous methods have their limitations, a blended learning model that mixes synchronous and asynchronous online learning may be a potential teaching method. The change from face-to-face instruction to distance teaching requires teachers to change present teaching practices and seek innovative pedagogies. Many previous studies have found that digital game-based learning is an effective teaching method.
This study develops an online synchronous digital game-based blended learning method that combines digital game-based learning and blended learning (synchronous and asynchronous). This method emphasizes that in the first stage of synchronous online learning activity, students firstly used the mini-educational digital games for group collaborative autonomous pre-learning, and then had the problem-solving discussion activities guided by the teacher. Afterwards, students complete individual learning tasks in the second stage of asynchronous online activity and conduct asynchronous discussions.
To evaluate the effectiveness of the method, this study conducted an experiment with a quasi-experimental design. Participants in this study were 73 senior high school students in northern Taiwan. Purposive sampling was adopted in this study to reflect the real teaching practice. The first experimental group used the online synchronous digital game-based blended learning method. The second experimental group used the digital game-based blended learning method in the physical classroom. The third experimental group used the online synchronous video-based blended learning method.
The results found that the online synchronous digital game-based blended learning method not only significantly promoted the students’ learning performance, flow, technology acceptance, and concentration on discussions in the synchronous online activity, but also supports them have better learning performance and concentration on discussions in the asynchronous online activity. Besides, students have better self-efficacy and learning satisfaction for the whole blended learning activity, and it will not cause the increase of students' cognitive load.

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