本研究提出基於形成性評量策略的情境決策遊戲模式，透過提供即時的評量和回饋，幫助學生檢視自身的學習狀況，以提升其學習成就。為了驗證這個方法的效果，本研究採用準實驗設計，應用在高中高民課程的學習活動中。實驗對象為臺北市高中一年級兩個班的學生，一個班為實驗組，另一個班為控制組。實驗組使用基於形成性評量之情境決策遊戲，而控制組使用一般情境決策遊戲。研究結果顯示，實驗組在學習成就、學習動機、問題解決能力以及批判性思考傾向都顯著優於控制組。此外，透過學習行為模式分析可以得知，控制組的學生透過一般遊戲的成敗回饋，在決策過程中，不易針對錯誤進行即時反思並改進學習成效；即使最後有總結性的回饋，對於其學習助益幫助不大。另一方面，實驗組的學生透過即時知識的反饋，可以立即反思遭遇的問題，並進行修正，隨後重新挑戰學習任務；這樣的方式，不僅提高學生的遊戲信心及興趣，更對於學習成就有明顯的助益。

This research adopts a quasi-experimental design to try to introduce a formative assessment-based contextual decision-making game. By providing instant and detailed feedback and support, students can review their learning situation and improve their learning effectiveness. The participants of this study are first-year students in two classes of a senior high school in Taipei City, divided into experimental group and control group. The experimental group uses a formative assessment-based contextual decision-making game, while the control group uses a general contextual decision-making game. It is expected that the experimental group had better learning achievements than the control group, and their learning motivation, problem-solving ability, and critical thinking were significantly higher than those of the control group. Besides, through the analysis of learning behavior patterns, it was known that the students in the control group receive feedback on the success or failure of general games. During the decision-making process, it is not easy to reflect on the mistakes and improve the learning performance; even if there is summary feedback at the end, it's not very helpful for their learning. On the other hand, through real-time knowledge feedback, students in the experimental group can immediately reflect on the problems they have encountered, make corrections, and then re-challenge the learning tasks; this method not only improves students' confidence and interest but has obvious learning performance.

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