化學是科學領域中重要的學科，也是許多科學的基礎。然而，由於許多化學概念及定理都很抽象，導致學生在理解上相當困難，更不易與真實生活中的問題聯結，因而影響其學習動機。因此，研究人員嘗試透過遊戲式學習來提供應用情境，並透過遊戲本身的趣味性及挑戰來提昇學生的學習動機。另一方面，學者指出，在遊戲中除了提供情境及趣味性之外，若欠缺有效的引導工具，來協助學生組織概念與應用情境的關係，學生可能只是專注在遊戲本身，而沒充分理解及組織知識。為了解決這個問題，本研究提出基於概念圖知識建構的情境式遊戲學習模式，並開發一套針對化學課程的遊戲系統。為了評量此學習模式之成效，本研究採用準實驗設計法，將四個國中二年級的班級分派為一個實驗組及一個控制組。實驗組使用「基於概念圖知識建構之情境遊戲學習模式」，控制組使用「一般情境遊戲學習模式」。本研究比較不同學習模式對於學習者在學習成效、問題解決傾向、科學自我效能、科學學習方法，以及認知負荷是否有所差異。實驗結果發現，使用到基於概念圖知識建構之情境遊戲學習模式之學生，相對於使用一般情境遊戲學習模式之學生，於學習成效上並無顯著差異。不過，此學習模式能夠有效提升學生的問題解決傾向及科學自我效能，且能夠使用較深層之策略解決複雜化學問題。

Chemistry is an essential subject in the science field and is the foundation of many sciences. Because of the abstract concepts and theorems, students generally have difficulties in learning chemistry as well as connecting the learning content to real-life problems, which causes less learning motivation. Therefore, researchers have tried to adopt game-based learning approach to providing joyful and challenging contexts to improve students' learning motivation. On the other hand, scholars have pointed out that, without effective tools to guide students to associate the relationship between concepts and learning contexts, students could focus only on the gaming missions without fully understanding and organizing the knowledge they have learned during the gaming process. To cope with this problem, in this study, a concept mapping-based contextual gaming model is proposed; moreover, a contextual gaming system for a chemistry course is implemented based on the model. To evaluate the effectiveness of this learning model, a quasi-experiment was conducted by randomly assigning four classes of eighth graders in a junior high school into one experimental group and one control group. The experimental group used the concept mapping-based contextual gaming model, and the control group used the conventional contextual gaming model. The experimental results showed that there was no significant difference in learning achievement between students who used the concept mapping-based contextual gaming model and those who used the the conventional contextual gaming model. However, this learning mode was effective in enhancing students' problem-solving tendency, and scientific self-efficacy, and was able to use deeper strategies to solve complex chemistry problems.

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