探究學習策略能培養學生主動學習的態度，以及高層次思考的能力；然而，有些探究活動不易在真實情境中進行，使得學生不易將課本的知識用於解決真實情境中的問題，理財課程即是典型的例子。電腦及多媒體科技的進步，提供了一個在虛擬環境中讓學生進行探究的機會；尤其是角色扮演遊戲，更能夠讓學生融入問題的情境中，進行體驗興探究。因此，本研究針對國小理財課程，發展情境式角色扮演遊戲，提供學生進行探究學習活動的環境。為了驗證情境式角色扮演遊戲對於學生在學習理財觀念方面的幫助，本研究採用準實驗設計，比較使用「結合情境式數位遊戲之探究學習策略」（實驗組）與「傳統網路探究學習策略」（控制組）的學生，在學習成就、學習動機、自我效能、學習模式滿意度、心流經驗、認知負荷及科技接受度的表現。同時，本研究亦進一步探討「行動型」及「思考型」學習風格的學生，在導入此兩個不同的學習策略下，學習成效有無異同。整體實驗結果顯示，實驗組學習成效較控制組佳，其中學習成就方面，實驗組中「行動型」學生表現較好；在學習動機、學習模式滿意度、心流經驗及科技接受度方面，實驗組較控制組高；在心智負荷方面，實驗組較控制組低；在自我效能、心智努力方面，實驗組與控制組無異。因此，若提供情境讓學生置身於其中，能有效提升其學習表現，另外也應該考慮學生本身的學習風格，兩者完善搭配更能提升學習成效。

Inquiry learning could enhance students' active learning attitude and higher-order thinking. But for situational content, due to the lack of situation, it's difficult for students to take out to use and solve problems in real life. With a quasi-experiment, the study attempts to applied the system to a financial course. The subjects were assigned to experimental group and control group. Experimental group used inquiry learning combined with a situated educational computer game, and control group used inquiry learning combined with online search engines. In addition, due to the learning style play an important role in learning process, the subjects also been divided into "Active" group and " Reflective" group. The experimental results show that experimental group performed better than control group. The "Active" students in experimental group performed better than others at learning achievement. At learning motivation, learning satisfaction, flow experience and technology acceptance, experimental group is higher than control group. At mental load, experimental group is lower than control group. At self-efficacy and mental efforts, there is no difference between experimental group and control group. Therefore, provided students situated enviromemt to explore can effectively improve their learning performance. In addition, students' learning style should be taken into account, which can better enhance their learning performance.

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