因為全球化的緣故，英語已變成國際共通語言，為發展學生的英語能力，應提供學生適當的環境以供他們學習與應用，然而，單字的記憶往往降低學生的學習興趣，因此提出情境電腦遊戲，以幫助學生在情境中有趣的學習，此外，不同題型引導策略也被設計在遊戲中，以引導學生學習。本研究之實驗對象為四個班級之學生，兩班被分配到透過填空引導學習，兩班利用選擇引導學習，所有的學生在實驗前會完成學習成就前測、學習動機與學習態度之前問卷，遊戲過程中的行為也會被記錄，實驗後，學生會完成學習成就後測、學習動機、學習態度之後問卷與認知負荷問卷，也會對部分學生進行訪談。結果顯示利用填空引導策略的學生在學習成就、學習動機、學習態度上都較另一組好，但在認知負荷上也較高，在行為表現上也較有深度。

Due to globalization, the importance of English has significantly increased. In order to develop students’ ability to apply what they have learned in school in the real world environment, a learning environment with context should be provided to help them learn. Besides, rote memorization usually decreases students’ learning motivation. Therefore, a situated computer game was proposed to assist students to learn in the context and with fun. Furthermore, different test-item guiding strategies were also embedded in the game to serve as a guidance for them to learn better. Four classes of students were included in this study. Two classes were assigned to learn with the game with cloze guiding strategy and the others to learn with the game with multiple-choice guiding strategy. All of the students received a learning achievement pretest and learning motivation, learning attitude pre questionnaires. During the experiment, students’ learning behaviors were all recorded for further analysis. After the experiment, they all took a learning achievement posttest, post questionnaires of learning motivation, learning attitude, and cognitive load. Besides, an in-depth interview was conducted. The results show that the students using the game with cloze guiding strategy have better learning performance on learning achievement, learning motivation, learning attitude but also have higher cognitive load than the students using the game with multiple-choice guiding strategy. In the behavioral pattern sequential analysis, the students using the game with cloze item guidance engaged in more in-depth learning behaviors than those using the game with multiple-choice item guidance.

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