「數位遊戲式學習」的創新與發展，使相關研究與系統開發日益受到重視。結合多維度鷹架與情境學習機制的歷史街景探索遊戲教學活動的設計與評估，對提昇學習者的人文素養、空間探索、閱讀理解的分析可望有所助益。本研究以搭配具有可信度的官方拍攝導覽影片、情境式教學遊戲以及「遊戲搭配學習單」等三種教學活動，讓學習者透過自主學習認識澎湖縣篤行十村的地理環境與人文故事。本研究對三種教學活動之學習成效、活動焦慮、學習動機、心流狀態進行分析，也探討不同性別學習者在三種教學活動的各項維度差異為何以及高低活動焦慮學習者、高低學習動機學習者、高低心流狀態學習者與其它維度的組間差異。

本研究之參與者為臺灣北部某高中之一年級職科學生，有效樣本共95名。研究結果發現：三組的學習成效均達到顯著進步，組間差異以「影片式教學活動」表現最佳，顯著高於「遊戲式教學活動」與「遊戲式輔以後設認知鷹架學習單教學活動」，另外兩組則無顯著的組間差異。在活動焦慮方面，「影片式教學活動」與「遊戲式教學活動」有顯著差異，「遊戲式教學活動」活動焦慮較高，「遊戲式輔以後設認知鷹架學習單教學活動」與另外兩組則無顯著差異。在學習動機方面，三組組間雖未達顯著差異，但「影片式教學活動」與「遊戲式教學活動」顯著高於中位數)，「遊戲式輔以後設認知鷹架學習單教學活動」顯著未高於中位數)。在心流狀態方面，「遊戲式教學活動」與「遊戲式輔以後設認知鷹架學習單教學活動」投入的心流均高，且有顯著差異，「遊戲式教學活動」較高。研究結果說明：以「地圖探路教育遊戲編輯器©」編輯之遊戲適用於歷史教學，然而採用時建議應給學習者更多時間探究，讓學習者得以更完整學習。

The innovation and development of "digital game-based learning" havegained more attention on relevant research and system development. The design and evaluation of historical street-view exploration game teaching activities combining multi-dimensional scaffolding and contextual learning mechanisms are expected to be helpful to improve learners' humanistic literacy, space exploration, and analysis of reading comprehension. The aim of this study is to comparestudents’ independent learning the geographical environment and humanistic stories of DuxingShicun Village in Penghu Countythrough official guided videos, situational teaching street-viewgames, and situational teaching street-view games with learning sheets. This study analyzedand compare the differences ofthe learning effectiveness, activity anxiety, learning motivation, and flow state amongthe three teaching activities, and also explored the gender differences of all dimensions in the three teaching activities The study further compared, the differences between high and low activity anxiety learners,high and low learning motivation learners,high and low flow state learners in all dimensionswithinsituational teaching street-view games, and situational teaching street-view games with learning sheets.

Participants in this study were95 vocational students of a high school in northern Taiwan. The study found that regarding the learning effectiveness three groups achieved significant improvement. and Video-based teaching activities was significantly higher than game-based teaching activities and the game-based learning activity with learning sheet forscaffolding, and the other two groups had no significant differences between the groups. In terms of activity anxiety, game-based teaching activities had higher anxiety than video-based teaching activities. There was no significant difference between the other groups. As for learning motivation, although there was no significant difference between the three groups, the "video-based teaching activities" and "game-based teaching activities" are significantly higher than the median 3, and game-based learning activity with learning sheet for scaffolding" is not significantly higher than the median. Regarding flow state, both the game-based teaching activities and the game-based learning activity with learning sheet for scaffolding had high flow, andgame-based teaching activitieswas significantly higher than game-based learning activity with learning sheet for scaffolding. The research result showsthat the game developedwith "NTUST MEGstreet-view exploration game editor" is suitable for history teaching. However, when adopting it, it is recommended that learners should be given more time to explore, so that learners can learn more completely.

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