本研究結合3D虛擬實境(Virtual Reality)與數位遊戲式（Digital Game-based Learning, DGBL）技術，設計一套3D遊戲式學習系統，並以國小自然科課程「認識岩石」單元的教材進行遊戲內容開發。為了探討這樣的學習模式對學生學習成就、科學學習方法、問題解決能力以及認知負荷的影響，以及不同成就學生在遊戲中的學習行為差異，本研究採取準實驗研究設計，針對台北市某國小六年級兩個班級之學生進行相關的教學活動。在實驗過程中，一班為實驗組，進行3D情境體驗遊戲式學習；另外一班為控制組，進行一般科技輔助教學。實驗結果顯示，使用3D情境體驗遊戲的學習方式，能夠顯著增進學生的自然科學習成就、問題解決自我效能、高層次學習策略及深層動機；同時，也可以降低他們的認知負荷。此外，高成就學生明顯出現深層策略行為，未來可提供低成就學生使用這樣的模式學習。

In this study, a 3D experiential game-based learning system was developed to provide a virtual reality environment with gaming contexts for the “knowing rocks” unit of the elementary school natural science course. To evaluate the impacts of the 3D experiential game on students’ science learning strategies, learning achievements, problem-solving performance and cognitive load as well as the learning behavioral patterns of the students with different learning achievements, a quasi-experiment was conducted. The participants were two classes of six graders. One class was the experimental group who learned with the 3D experiential game, and the other was the control group who learned with the conventional technology-enhanced learning approach. The experimental results showed that the students learning with the 3D experiential game-based learning system showed better learning achievements, self-efficacy of solving problems, higher-order learning strategies and deep learning motivation as well as lower cognitive load than those who learned with the conventional technology-enhanced learning approach. while lower. Moreover, higher-achievement students showed more behavioral patterns of deep learning strategies than the lower-achievement ones. The findings of this study provide a good reference for helping lower-achievement students in improving their learning performances.

中文部分
何春蓀（1996）。普通地質學。台北：五南圖書出版有限公司。
林冠佑、許又夫(2013)。不同媒體豐富性學習方式對心流體驗與認知負荷之影響：遊戲式學習對非遊戲式學習。國立台灣師範大學課暨應用與人理資源發展研究所碩士論文。
張春興（1996）。教育心理學。台北：東華。
游木村（2002）。臺北市國小五年級地層及岩石分類概念教材適切性的研究。臺北市立師範學院科學教育研究所碩士論文。
鄭伊芝（2014）。擴增實境對天文學習影響之研究－以國小五年級星空單元為例。國立東華大學資訊工程學系碩士論文。
英文部分
Adams, D. M., & Clark, D. B. (2014). Integrating self-explanation functionality into a complex game environment: Keeping gaming in motion. Computers & Education, 73, 149-159.
Bakeman, R., & Gottman, J.M. (1986). Observing interaction: An introduction to sequential analysis. New York: Cambridge University Press.
Barab, S., Thomas, M., Dodge, T., Carteaux, R., & Tuzun, H. (2005). Making learning fun: Quest Atlantis, a game without guns. Educational Technology Research and Development, 53(1), 86-107.
Brom, C., Buchtová, M., Šisler, V., Děchtěrenko, F., Palme, R., & Glenk, L. M. (2014). Flow, social interaction anxiety and salivary cortisol responses in serious games: A quasi-experimental study. Computers & Education, 79, 69-100.
Brom, C., Preuss, M., & Klement, D. (2011). Are educational computer micro-games engaging and effective for knowledge acquisition at high-schools? A quasi-experimental study. Computers & Education, 57(3), 1971-1988.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.
Chang, K. E., Wu, L. J., Weng, S. E., & Sung, Y. T. (2012). Embedding game-based problem-solving phase into problem-posing system for mathematics learning. Computers & Education, 58(2), 775-786.
Chang, C. Y. (2001). A problem‐solving based computer‐assisted tutorial for the earth sciences. Journal of Computer Assisted Learning, 17(3), 263-274.
Cheng, H. N., Wu, W. M., Liao, C. C., & Chan, T. W. (2009). Equal opportunity tactic: Redesigning and applying competition games in classrooms. Computers & Education, 53(3), 866-876.
Cheng, M. T., She, H. C., & Annetta, L. A. (2015). Game immersion experience: its hierarchical structure and impact on game‐based science learning. Journal of Computer Assisted Learning, 31(3), 232-253.
Clark, D., Nelson, B., Sengupta, P., & D’Angelo, C. (2009, October). Rethinking science learning through digital games and simulations: Genres, examples, and evidence. In Learning science: Computer games, simulations, and education workshop sponsored by the National Academy of Sciences, Washington, DC.
Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661-686.
Corral, J. M. R., Balcells, A. C., Estévez, A. M., Moreno, G. J., & Ramos, M. J. F. (2014). A game-based approach to the teaching of object-oriented programming languages. Computers & Education, 73, 83-92.
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467.
Gentile, D. A., & Gentile, J. R. (2008). Violent video games as exemplary teachers: A conceptual analysis. Journal of Youth and Adolescence, 37(2), 127-141.
Gerber, S., & Scott, L. (2011). Gamers and gaming context: Relationships to critical thinking. British Journal of Educational Technology, 42(5), 842-849.
Habgood, M. P. J., Ainsworth, S. E. & Benford, S. (2005). Endogenous fantasy and learning in digital games. Simulation & Gaming, 36, 4, 483–498.
Hämäläinen, R., & Oksanen, K. (2012). Challenge of supporting vocational learning: Empowering collaboration in a scripted 3D game–How does teachers’ real-time orchestration make a difference? Computers & Education, 59(2), 281-293.
Hong, J. C., Hwang, M. Y., Chen, Y. J., Lin, P. H., Huang, Y. T., Cheng, H. Y., & Lee, C. C. (2013). Using the saliency-based model to design a digital archaeological game to motivate players' intention to visit the digital archives of Taiwan's natural science museum. Computers & Education, 66, 74-82.
Hou, H. T. (2012). Exploring the behavioral patterns of learners in an educational massively multiple online role-playing game (MMORPG). Computers & Education, 58(4), 1225-1233.
Huang, C. (2005). Designing high-quality interactive multimedia learning modules. Computerized Medical Imaging and Graphics, 29(2), 223-233.
Hung, P. H., Hwang, G. J., Lee, Y. H., & Su, I. H. (2012). A cognitive component analysis approach for developing game-based spatial learning tools. Computers & Education, 59(2), 762-773.
Hwang, G. J., Wu, P. H., & Chen, C. C. (2012). An online game approach for improving students’ learning performance in web-based problem-solving activities. Computers & Education, 59(4), 1246-1256.
Hwang, G. J., & Wu, P. H. (2012). Advancements and trends in digital game-based learning research: a review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 43 (l), E6–E10.
Hwang, G. J., & Wu, P. H. (2014). Applications, impacts and trends of mobile technology-enhanced learning: a review of 2008–2012 publications in selected SSCI journals. International Journal of Mobile Learning and Organisation, 8(2), 83-95.
Hwang, G. J., Yang, L. H., & Wang, S. Y. (2013), A concept map-embedded educational computer game for improving students’ learning performance in natural science courses. Computers & Education, 69, 121-130.
Inal, Y., & Cagiltay, K. (2007). Flow experiences of children in an interactive social game environment. British Journal of Educational Technology, 38(3), 455-464.
Johnson, E. B. (2002). Contextual teaching and learning: What it is and why it's here to stay. Thousand Oaks, Calif: Corwin Press.
Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., & Dede, C. (2013). EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips. Computers & Education, 68, 545-556.
Kember, D., Biggs, J., & Leung, D. Y. (2004). Examining the multidimensionality of approaches to learning through the development of a revised version of the Learning Process Questionnaire. British Journal of Educational Psychology, 74(2), 261-279.
Ke, F. (2008). A case study of computer gaming for math: Engaged learning from gameplay? Computers & Education, 51(4), 1609-1620.
Ke, F. (2013). Computer-game-based tutoring of mathematics. Computers & Education, 60(1), 448-457.
Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & education, 55(2), 427-443.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and higher education, 8(1), 13-24.
Kiili, K. (2005). Participatory multimedia learning: Engaging learners.　Australasian Journal of Educational Technology, 21(3).
Kirriemuir, J. (2002). The relevance of video games and gaming consoles to the higher and further education learning experience, April 2002. Techwatch Report TSW 02.01.
Kyndt, E., Janssens, I., Coertjens, L., Gijbels, D., Donche, V., & Van Petegem, P. (2014).Vocational Education Students' Generic Working Life Competencies: Developing a Self-Assessment Instrument. Vocations and Learning, 7(3), 365-392.
Lee, M. H., Johanson, R. E., & Tsai, C. C. (2008). Exploring Taiwanese high school students' conceptions of and approaches to learning science through a structural equation modeling analysis. Science Education, 92(2), 191-220.
Leng, E. Y., & Baki, R. (2010). Computer games development experience and appreciative learning approach for creative process enhancement. Computers & Education, 55(3), 1131-1144.
Lim, C. P., Nonis, D., & Hedberg, J. (2006). Gaming in a 3D multiuser virtualenvironment: engaging students in science lessons. British Journal of Educational Technology, 37(2), 211-231.
Liu, C. C., Cheng, Y. B., & Huang, C. W. (2011). The effect of simulation games on the learning of computational problem solving. Computers & Education, 57(3), 1907-1918.
Liu, T. C., Lin, Y. C., Tsai, M. J., & Paas, F. (2012). Split-attention and redundancy effects on mobile learning in physical environments. Computers & Education, 58(1), 172-180.
Meluso, A., Zheng, M., Spires, H. A., & Lester, J. (2012). Enhancing 5th graders’ science content knowledge and self-efficacy through game-based learning. Computers & Education, 59(2), 497-504.
Nelson, B. C., Erlandson, B., & Denham, A. (2011). Global channels of evidence for learning and assessment in complex game environments. British Journal of Educational Technology, 42(1), 88-100.
Oblinger, D. (2004). The Next Generation of Educational Engagement. Journal of Interactive Media in Education, 2004 (8), 1-18.
Ozcelik, E., Cagiltay, N. E., & Ozcelik, N. S. (2013). The effect of uncertainty on learning in game-like environments. Computers & Education, 67, 12-20.
Paas, F. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. Journal of Educational Psychology, 84(4), 429-434.
Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12.
Pivec, M. (2007). Editorial: Play and learn: potentials of game‐based learning. British Journal of Educational Technology, 38(3), 387-393.
Prensky,M. (2001). Digital Game-Based Learning. New York, NY: McGraw-Hill.
Robert, C.T. (2001). Learning geologic time in the field. Journal of Geoscience Education ,49(1),18-21.
Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., Flores, P., Grau, V., Lagos, F., Lopez, X., Lopez, V., Rodriguez, P., & Salinas, M. (2003). Beyond Nintendo: design and assessment of educational video games for first and second grade students. Computers & Education, 40(1), 71-94.
Roussou, M. (2004). Learning by doing and learning through play: an exploration of interactivity in virtual environments for children. Computers in Entertainment (CIE), 2(1), 10-10.
Schweingruber, H., Keller, T., & Quinn, H. (Eds.). (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: National Academies Press.
Shin, N., Sutherland, L. M., Norris, C. A., & Soloway, E. (2012). Effects of game technology on elementary student learning in mathematics. British journal of educational technology, 43(4), 540-560.
Song, Y. (2014). “Bring Your Own Device (BYOD)” for seamless science inquiry in a primary school. Computers & Education, 74, 50-60.
Spires, H., Rowe, J. P., Mott, B. W., & Lester, J. C. (2011). Problem solving and game-based learning: effects of middle grade students’ hypothesis testing strategies on science learning outcomes. Journal of Educational Computing Research, 44, 453–472.
Sung, H. Y., & Hwang, G. J. (2013). A collaborative game-based learning approach to improving students' learning performance in science courses. Computers & Education, 63, 43-51.
Sung, H. Y., Hwang, G. J., & Yen, Y. F. (2015). Development of a contextual decision-making game for improving students' learning performance in a health education course. Computers & Education, 82, 179-190.
Tutwiler, M. S., Lin, M. C., & Chang, C. Y. (2013). Determining virtual environment "fit": The relationship between navigation style in a virtual field trip, student self-reported desire to visit the field trip site in the real world, and the purposes of science education. Journal of Science Education and Technology, 22(3), 351-361.
Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., İnal, Y., & Kızılkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers & Education, 52(1), 68-77.
Van Eck, R. (2006). Digital game-based learning: It's not just the digital natives who are restless. EDUCAUSE review, 41(2), 16.
Westera, W., Nadolski, R. J., Hummel, H. G., & Wopereis, I. G. (2008). Serious games for higher education: a framework for reducing design complexity. Journal of Computer Assisted Learning, 24(5), 420-432.
Wouters, P., & Van Oostendorp, H. (2013). A meta-analytic review of the role of instructional support in game-based learning. Computers & Education, 60(1), 412-425.
Wu, P. H., Hwang, G. J., & Tsai, W. H. (2013). An expert system-based context-aware ubiquitous learning approach for conducting science learning activities. Journal of Educational Technology & Society, 16(4), 217-230.
Yang, Y. T. C. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computers & Education, 59(2), 365-377.
Zyda, M. (2005). From Visual Simulation to Virtual Reality to Games. Computer, 38(9), 25-32.