數位化時代下，結合了模擬操弄特色與遊戲元素的模擬教育遊戲式學習在科學教育領域上越來越受到重視。模擬教學的操弄的高擬真程度可望有助於學習者對於程序性知識的學習遷移。本研究結合故事情境與角色扮演要素，發展出一款3D模擬操弄角色扮演遊戲「量子禁地」，其提供全視角的三維擬真操作介面以促進學習者對於木炭電池的化學概念與組裝電池的程序知識。本研究並實徵探究學習者運用此遊戲之學習成效、科技接受度與心流狀態，以及這三個維度間彼此的關聯，並探討不同性別、高/低方向感以及不同組裝成功速度的學習者在科技接受度、心流狀態與學習成效上的差異。本研究對象為台灣北部某大學多媒體設計系一年級學生，參與者共60位。研究結果發現，學習者運用本遊戲學習後其學習成效達到顯著的進步，且對於本遊戲的科技接受度與心流狀態的各個維度都有達到中位數以上的表現。本研究也發現心流狀態與科技接受度達到正相關。不同性別與方向感的學習者，在科技接受度與後測成績上皆無顯著差異，表示本遊戲應可適用於不同性別與方向感的學習者。另外，本研究也初步分析科技接受度、心流狀態與方向感各維度間存在彼此影響的路徑模型。本研究並提出相關的建議供教育遊戲開發者與研究者參考。

In the age of digitalization, game-based learning combining the feature of simulation manipulation and game elements is getting more and more emphasis in the field of science education. A high authentic manipulation in simulation instruction is expected to help learners’ learning transfer of procedural knowledge. This study combined story scenarios and the element of role playing. developed a game “量子禁地” which integrated with 3D simulation manipulation and the role playing strategy. With the provision of the interface of 3D realistic operation with 720-degree field of vision, this game promoted learners’ chemical concepts of charcoal battery and the procedural knowledge of battery assembly. Moreover, this empirical study explored learners’ learning effectiveness, technology acceptance, flow state, and the correlations between these three dimensions after learners used this game. In addition, this study explored the difference in technology acceptance, flow state, and learning effectiveness between the learners with different genders, high or low sense of directions, and different speed of successful battery assembly. The participants in this study were 60 freshmen majoring in the Department of Multimedia Design in a university in northern Taiwan. The results indicated that after using this game, learners made significant progress in their learning outcomes; also, their performance of all dimensions in technology acceptance and flow state was above the median. Additionally, a positive correlation between learners’ flow state and technology acceptance was found. No significant difference was observed between technology acceptance and the posttest scores for learners with different genders and sense of directions, indicating this game could be applied to the learners with different genders and sense of directions. Moreover, this study preliminarily analyzed the path model among the dimensions of technology acceptance, flow state, sense of directions. Finally, the relevant suggestions were provided as references for educational game developers and researchers.

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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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