鑒於教育科技領域研究的創新發展，數位化遊戲式學習的相關研究與系統開發也日益受到重視。而藉由問題解決教學策略、情境式學習教學情境與遊戲元素的相互結合，對於提升學生於歷史人文學科的學習動機應有所助益。本研究發展一結合角色扮演故事、真實地理位置情境與問題解決策略之歷史科教學遊戲「大稻埕之戀」，欲促進學習者對於台北市大稻埕的歷史知識以及地理環境上的學習。本研究也對本遊戲進行實徵評估，進行了前後測以了解其學習成效是否進步，並探究學習者透過此遊戲之科技接受度(認知有用性和認知易用性)與心流狀態(心流前提和心流經驗)，以及各個維度之間的關聯。此外，也探討不同性別，有無前往過大稻埕，以及遊戲中回顧遊戲進程訊息的反思次數多寡的學習者，在學習成效、心流狀態以及科技接受度上的差異。在遊戲後，並透過根據地方感理論設計之開放性問卷來了解他們在遊戲後的對於大稻埕該處的地方感是否有正向影響。
本研究之參與者為台灣某北部大學以及某技術學院多媒體相關科技系之學生共115名。研究結果發現學習者運用本遊戲後，在學習成效上有顯著的進步。此外，學習者對於本遊戲均達到中位數以上程度之心流狀態與科技接受度，並發現心流狀態與科技接受度呈正相關。而在差異分析方面，男生在心流前提的感知上顯著高於女生，而訊息回顧次數較少的學習者在心流前提的感知上顯著高於回顧次數較多者，而性別與回顧多寡在其他心流維度與科技接受度、學習成效方面則均無顯著差異。有無前往過大稻埕在學習成效、科技接受度與心流狀態上也無發現顯著差異。表示此遊戲應可適用於不同性別與背景的學生使用。另外，本研究也初步發現科技接受度與心流狀態各維度間存在彼此影響的路徑模型，並討論學習者運用本遊戲後對大稻埕的地方感的正向影響。

With the development of educational technology, research and design of game-based learning has been emphasized. It should be helpful in promoting students’ motivation in history or arts and humanities learning when we combine problem-solving teaching strategies, situated learning, and game technologies. This study developed an educational game, “Romance at Dadaocheng”, that combined role-play, situated learning, and problem-solving strategies to promote students’ learning of history and geography of Dadaocheng. The study also evaluated the game by analyzing students’ learning achievement in the pretest and posttest. On the other hand, we explored learners’ technology acceptance and flow through this game as well as their correlation. We also explored the differences of the learning achievement, acceptance and flow with many variables, including students’ gender, whether they have been to Dadaocheng, and the times they reflected on the progress of the game. After the game, a survey based on the sense of place theory was conducted to explore learners’ views.
Participants of this study included 115 college students from two multi-media technology departments in Taiwan. The results showed that participants had better learning achievement after using this game. Besides, their flow and technology acceptance scores were above the median and a positive correlation was found between them. Moreover, males had higher degree of perception in flow antecedents than females, and learners with fewer progress reflection times also had higher degree of perception in flow than learners with more progress reflection times. No significant difference was found for genders and progress reflection times in other flow factors, technology acceptance, and learning achievement. No significant difference was found for whether learners have been to Dadaocheng in learning achievement, technology acceptance, and flow. In addition, the study found the path model of technology acceptance and flow factors and we also discussed learners’ positive sense of place after they used the game.

周逸璇(2012)。結合角色扮演策略與模擬情境的高中電磁鐵數位教學遊戲之發展與評估。國立臺灣科技大學數位學習與教育研究所，未出版，台北市。
吳翊瑄(2013)。結合角色扮演與問題解決策略之模擬化學實驗教學遊戲之發展與評估:心流、科技接受度與學習歷程分析。國立臺灣科技大學應用科技研究所，未出版，台北市。
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