運用數位遊戲進行教學的研究日益受到重視，結合遊戲元素與故事情境的教育遊戲能創造愉快和擬真的學習環境，可望輔助學習者將知識和技能連結來解決情境中設計之問題，進一步提升學習成效。本研究發展結合認知鷹架與角色扮演策略的數學教學遊戲「鳳凰之心」。此遊戲中玩家扮演真實的消防員角色，透過本研究設計之認知鷹架引導下，使用數學機率知識來解決問題、完成任務，用以促進學習者對於數學學習的學習動機、增加學習成效。本研究實徵評估學習者在遊戲中的心流與後設認知狀態，以及此兩維度間彼此的關聯，並透過準實驗設計來檢驗其學習成效。並且探討不同性別與不同學習成就的學習者在心流、後設認知上的差異。本研究之參與者為臺灣北部某公立高中二年級學生共147名。研究發現，學習者對於本遊戲具備中位數以上程度之心流與後設認知狀態，表示有一定程度的心流投入與後設認知狀態，且透過認知鷹架引導之學習者較無鷹架引導的組別有較佳的學習成效。另外，本研究也初步分析心流狀態、後設認知狀態與學習成效各維度間存在影響彼此的路徑模型。

Many studies have focused on the application of digital games for teaching. The educational game combining game elements and story scenarios can create a pleasant and realistic learning environment and is expected to assist learners’ knowledge and skills to solve problems in the scenarios to further enhance their learning. The current research developed an educational mathematics game “Heart of the Phoenix” that combined cognitive scaffolding and role playing strategy. In this game, learners play the role of firemen. Through the guidance of cognitive scaffolding, they use the concepts of mathematical probability to solve problems and complete tasks, which is anticipated promote their learning motivation and learning outcomes in mathematics. This empirical study assessed the learner's flow state in the game and their metacognition, and the correlation between these two dimensions. A quasi-experimental study was conducted to examine learners’ learning effectiveness. In addition, this study explored the differences in flow and metacognition of learners with different genders and different learning achievements. Participants in this study included 147 11th grade students in a public high school in northern Taiwan. The findings showed that they had a certain degree of flow and metacognition. Compared with students in non-scaffolding guidance groups, students provided with cognitive scaffolding guidance had better learning effectiveness. Additionally, the study conducted a preliminary analysis of the path models among the dimensions of students’ learning outcomes, metacognition, and flow state.

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