電腦輔助化學學習能突破傳統的化學學習上的諸多限制，尤其在許多較抽象的化合物結構概念及需多次進行實驗了解的化學反應的有機化合物課程單元，而再整合遊戲情境與多元鷹架引導之有機化學教學遊戲，可望能讓學習者在鷹架引導與情境探索中更深入的習得知識與學習診斷。目前，較少針對有機化合物領域的電腦輔助學習遊戲。因此，本研究將發展一個結合有機化合物知識的3D遊戲系統「有機穿越探險」©，並藉由實徵分析探討其科技接受度、心流狀態、學習成效及行為歷程。本研究之研究對象為49位台灣桃園某高中學生。研究結果顯示，學習者在使用此遊戲進行學習後，其學習成效有進步，且對於本遊戲有達到超過中位數的的心流狀態與科技接受度。研究也發現，男性在心流前提的子維度 “自我掌控感” 上顯著高於女性；高學習成效組的學習者在認知有用性上顯著高於低學習成效組；遊戲成功時間較快的學習者在心流前提子維度 “可玩性” 顯著高於成功時間較慢的學習者; 研究並發現學生特定行為 (如: 進行錯誤化學反應或是查看鷹架提示) 的次數在心流與接受度上的程度差異。另外，本研究也初步分析心流狀態、科技接受度、學習成效與行為歷程各維度間彼此影響的路徑模型，並提出相關的研究與教學實務的建議。

Computer-assisted chemistry learning is an innovative teaching approach to assist chemistry courses especially in organic compound learning units including abstract concept of compound structure and the chemical reaction through repeated experiment. Digital educational game integrated with game context and multiple scaffolding for organic chemistry may help learners acquire knowledge and self-evaluate their learning performance via the scaffolding guidance and context exploration. Few computer-assisted learning games for organic compounds have been developed recently. The aim of this study is to develop a 3D educational game "Through the Organic Adventure ©" with organic compound knowledge. The study conducted an empirical evaluation to investigate learners’ flow, technology acceptance, learning performance, and the process of learning behaviors in the game. The participants were 49 students from a high school in Taoyuan, Taiwan. The results showed that through the game learners’ learning performance were improved; meanwhile, flow and technology acceptance were above the median. As respect to flow, males had significantly higher sense of control than that in female, and the playability is significant higher in those who complete the game with less time. Perceived usefulness is more significant in learners with high learning performance than in learners with low learning performance. The finding also explored the difference of students’ with different behavior frequencies (ex: experimenting error chemical reactions or checking scaffolding prompt) in the flow and technology acceptance. In addition, the study had preliminary path analysis for flow, technology acceptance, learning performance, and behaviors to explore the relationship among these different dimensions and provide research and pedagogical implications.

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