科學學習的目的在於增養學生探究自然現象及相關問題的能力。在中學地球科學課程的教育目標之一，即是使學生瞭解地球形成的原因、在太陽系中的相對位置以及影響地球產生的因素；這些學習內容對於讓學生認識地球的環境，以及思考如何幫助地球永續發展有很大的幫助。但傳統地科內容可能過於抽象，學生不易想像其內容與變化。因此，很多學者嘗試在地科中導入情境式學習，例如情境遊戲模式，來增加學生的學習動機及興趣。然而，在一般情境遊戲學習系統中，學生只是簡單的從遊戲中觀察科學現象或找尋資料來完成任務，在問題探究的深度方面可能不足。因此，本研究嘗試將雙層次問題導向學習機制融入科學課程情境遊戲中，以促進助學生在情境遊戲中的探究學習深度。
　　為了驗證本研究之成效，以國中地球科學的「月相與潮汐」單元進行準實驗設計，比較使用「基於雙層次問題導向學習機制之情境遊戲」（實驗組）與「結合一般測驗之情境數位遊戲學習」（控制組）的學生，在學習成就、認知負荷、心流經驗和科學學習方法的表現。實驗對象是台北市一所國中三年級兩個班級共46名的學生。經實驗結果發現，使用「基於雙層次問題導向學習機制之情境遊戲」的學生，在學習成就方面較使用「結合一般測驗之情境數位遊戲學習」的學生更好。在認知負荷方面，使用「基於雙層次問題導向學習機制之情境遊戲」會讓學生有較高的認知負荷，但仍在可接受的範圍，可見這樣的學習模式可以適度地增加學習活動的挑戰性，有助於促進學習成效。在心流經驗方面，兩組學生並無顯著差別，顯示透過雙層次測驗輔助學生在情境遊戲中完成學習任務，並不會降低學生投入於遊戲中的心流程度。另外，在科學學習方法面向，使用「基於雙層次問題導向學習機制之情境遊戲」的學生明顯有較高的深層策略，可知本研究之模式對於促進學生找出知識間的相關性有所助益。

　　The spirit of science learning lies in exploring natural phenomenon and relevant issues. The curriculum goals of earth science in junior high school are set to enable students understand the reason of earth formation, the position of earth in solar system and its impact on earth. In this way, students can get to know our living environment and think about how to help its sustainable development. However, the contents of traditional Earth science may be too abstract, students can not easily imagine its content and changes. Therefore, many researchers tried to introduce contextual learning methods in Earth science, such as contextual game mode to increase students’ learning motivation and interest in learning, but in general contextual game learning system, in which students simply accomplish tasks by observing scientific phenomenon or searching information, is lacking depth in problem exploration.
　　Therefore, this research proposed a two-tier problem contextual gaming approach which integrated scientific knowledge into story of games to help students do the activities in depth. From here, the effects on learning achievement were explored.
It is the unit of “Moon and Tide” in science class that was used to apply the research. Two third grade classes of forty-six students in a junior high school in Taipei city participated the experimental research. From the experimental results, it was found that students who adopted two-tier problem contextual gaming approach were better at learning achievement than those who adopted conventional problem based contextual gaming approach. In addition, students adopted two-tier problem contextual gaming approach imposed a higher cognitive load, but it was still within acceptable range. This showed that such learning mode can moderately increase learning activities challenging, helps to promote learning. There was no significant difference between the two groups in terms of flow experience. This showed that the two-tier problem assisted students in completing learning tasks in a contextual game and didn't reduce the level of students' flow in the game. In addition, in the face of science learning strategies, students adopted two-tier problem contextual gaming approach obviously had a higher deep learning strategy. It can be seen that this mode in the research is helpful in helping students to find the correlation between knowledge.

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