隨著行動裝置的進步與普及，運用行動科技進行學習活動已成為廣受重視的教學模式。學者認為，行動科技能協助學習者將課堂的知識與真實情境聯結，並且使學習可以不受時間與空間的限制。此外本研究導入數位遊戲式策略，藉由其遊戲特定規則與遊戲劇情任務，引導學生解決遊戲任務中的學習目標，讓學生了解學習目標的要點。然而，也有學者指出，欠缺有效的學習工具或策略，行動化科技輔助學習的結果可能不如預期。因此在本研究中也加入了漸進式提示的方式協助學生解決學習任務。本研究嘗試結合「提示策略(漸進式P/一般式P')」與「行動學習模式(遊戲G/非遊戲G')」策略，應用於情境感知行動學習環境中。除了發展基於漸進式提示策略之行動遊戲學習系統，更實際應用在國小五年級之自然科「校園植物」單元的學習活動中。為了分析這個學習模式的效益，本研究採用準實驗設計，將受測者分為實驗組以及三個控制組。實驗組使用基於漸進式提示策略之行動遊戲學習模式，控制組分別使用漸進式提示行動學習模式、行動遊戲學習模式，以及一般行動學習模式。由研究結果顯示，使用基於漸進式提示策略之行動遊戲學習模式應用於國小自然科校園植物單元，對於提升學生之學習成就與學習動機皆顯著優於使用漸進式提示行動學習模式組、行動遊戲學習模式組，以及一般行動學習模式組的學生。

According to the popularity of mobile device, scholars believe that mobile technology could help learners connect the knowledge from the class with the real situation and learn without the restriction of time and space. Otherwise, this study introduced the game-based strategies which could lead the students to get the key point of the learning goal by inducing them to solve the specific rule and task in the game. However, some scholars pointed out that the result of learning by mobile technology may not be as effective as expected without effective learning tool and strategies. Therefore, this study introduced the progressive prompting way to help students solve the learning mission. This study tried to combine the “prompting strategies” (progressive prompting/conventional prompting) with “mobile learning strategies” (game/non-game) and applied them to the context-aware mobile learning environment. Except for developing game-based mobile learning system which based on progressive prompting strategies, this study applied it on the real Natural Science Courses of elementary students. To analyze the benefits of this learning system, this study adopted the quasi-experiment design and divided the subjects into the experimental group and 3 control groups. The experimental group used the progressive prompting game-based mobile learning. The control groups used the progressive prompting mobile learning, game-based mobile learning and conventional mobile learning. It was found that the students who learned with the progressive prompting -based mobile game showed significantly better learning achievements and motivations than those who learned with the progressive prompting-based mobile learning, mobile game and conventional mobile learning approach.

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