數學的傳統學習環境存在著讓學習者產生數學焦慮的潛在因子，學生可能因為教師的教學活動設計不當，或是學習的內容難度加深而產生的數學焦慮，而數學焦慮所引起的數學迴避效應正是影響學習者數學學習成效的一大原因。為了有效的降低學習者的數學焦慮感。透過運用遊戲式學習的方式引入情境式教學模式，讓學習者感受到有別於傳統教學的不同感受，可藉此跳脫以往因數學焦慮產生對數學學習的迴避情節。透過桌上遊戲的玩家近距離互動，以及擴增實境AR技術的融入所提供的多重數學表徵，讓抽象的數學概念更加具體化，再搭配適當的認知鷹架的設計，就能有效地降低學習者的認知負荷，讓學習者的焦慮感再次獲得舒緩。
本研究開發了一款結合擴增實境技術的桌遊「海戰方程式」，此桌遊是專為國中數學科的二元一次方程式圖形概念內容所設計，其中結合了海戰元素的情境脈絡、AR擴增實境的即時檢核機制、多元表徵鷹架、玩家間對戰的競爭式學習以及桌遊機制中攻防策略運用的遊戲式學習架構，來輔助學生們學習二元一次方程式的繪圖概念。研究中以台灣北部某國中65位學習者作為施測對象，藉由實徵分析來探討學生們的學習成效、數學焦慮程度、心流狀態、科技接受度以及學習行為序列分析。研究結果顯示，實驗組的學習者在進行遊戲活動後，學習成效顯著進步，數學焦慮程度也顯著下降，而心流狀態與科技接受度的各項子維度皆高於中位數。學習行為模式方面則是發現學習者能產生與學習相關的討論，並且透過這些討論修正錯誤的數學概念。此外，本研究也進行未來研究與教學實務相關的建議，供研究者們參考。

The traditional environment for math learning has potential factors that cause math anxiety among learners. And the effect of math avoidance caused by math anxiety is a major reason that affects learners’ math learning. Using game-based learning to introduce a situated learning model may allow learners to prevent math avoidance caused by math anxiety. The further integration of board games and augmented reality (AR) technology with the proper design of the multi-representation with math and cognitive scaffolding can effectively reduce learners’ cognitive load and their math anxiety.
The board game “Equation Battle” was developed for this study. It combined the learning of the concept of linear equations in two unknowns and AR technology, in which context, AR augmented real-time verification mechanism, scaffolds of competitive learning were integrated. The uses of offensive and defensive strategies were incorporated in the game-based learning framework to assist the students in learning the concept of linear equations in two unknowns.
A total of 65 eighth graders from a junior high school in northern Taiwan took part in this study. The students’ learning outcomes, the degree of math anxiety, flow states, technology acceptance, and learning behavior sequential patterns were identified and empirically analyzed. The results showed that the students’ learning outcomes were significantly improved. The degree of math anxiety was also significantly reduced. Moreover, the sub-dimensions of the flow state and the acceptance of science and technology were higher than the median. In terms of learning behavior patterns, we found that learners can produce meaningful discussions and use these discussions to correct erroneous mathematical concepts. In addition, the study also provided future researchers with suggestions for the results of all empirical analyses.

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