遊戲式測驗相較於傳統歷史測驗，有助於提升學習者在遊戲中進行知識學習與精熟的動機，而整合擬真的遊戲情境與即時回饋的認知鷹架的遊戲式測驗，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，較少針對歷史科領域的遊戲式測驗。因此，本研究將發展一款結合歷史戰役情境的3D戰略遊戲測驗系統「靖難之役」©，期能提升學習者對於歷史知識的學習動機與學習成效。除此之外，本研究也對此遊戲進行實徵評估，探究學習者使用此遊戲學習後的心流狀態、科技接受度、學習成效與行為歷程等各個面向的關聯並進行差異分析。本研究之研究對象為66位台灣北部某技術學院多媒體設計系數位學習課程的學生。研究結果顯示，學習者在使用此遊戲進行學習後，其學習成效有著顯著的進步，且對於本遊戲的心流狀態與科技接受度在各個維度上均有達到中位數以上的表現。在差異分析方面，男性在心流前提的子維度可玩性上顯著高於女性，女性則是在認知有用性上顯著高於男性；有戰略遊戲經驗的學習者在心流前提上顯著高於無經驗的學習者；學習成效高分組的學習者在心流整體分數顯著高於學習成效低分組的學習者；主動進行測驗次數高的學習者在心流整體分數、科技接受度整體分數皆顯著高於低次數組的學習者; 在觀看知識線索次數高次數組的學習者在心流整體分數、科技接受度整體分數皆顯著高於低次數組的學習者。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。

Compared to traditional history testing, game-based assessment helps promote learners’ motivation for knowledge learning and master learning in a game context. This game-based assessment that integrates simulated game contexts and immediate feedback for cognitive scaffolding is expected to help learners’ knowledge learning and their performance evaluations on the basis of scaffolding guidance and context exploration. Since game-based assessment for history is currently rare, the study aims to develop a 3D strategy video game-based assessment system Jingnan Campaign ©, integrating the contexts of historical battles. The game is expected to promote learners’ learning motivation for history and their learning performance. Moreover, the study conducts an emperical evaluation for this game, exploring the relationship among learners’ flow, technology acceptance, learning performance, and learning behaviors as well as proceeding variance analysis. Participants included 66 students from the digital learning course in the department of multimedia design of one institute of technology in northern Taiwan. The results showed that learners’ learning performance improved at the significant level after they played the game. Learners’ scores of flow and technology acceptance were above the median in all dimensions. In terms of variance analysis, the scores of playability by male learners were significantly higher than that by female learners in the condition of flow, but the scores of perceived usefulness were significantly higher by female learners than by male learners. Learners with strategy video game experience are significantly higher than learners without the experience in the condition of flow antecedent. Learners with higher learning performance had significantly higher scores in flow than learners with low learning performance. Learners with high frequency for active testing had significantly higher scores in flow and technology acceptance than learners with low frequency for active testing. Learners with high frequency for viewing knowledge clues also had significantly higher scores in flow and technology acceptance than learners with low frequency for viewing knowledge clues. In addition, the study had preliminary path analysis for flow, technology acceptance, learning performance, and behavioral pattern, aiming to explore how different dimensions affect each other and to provide research and pedagogical implications.

蔡德馨(2014)。結合3D模擬操弄與角色扮演策略之化學教學遊戲的發展與評估：科技接受度、心流、方向感之分析。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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