數位學習在地理教學上具有許多優勢，比起以往面對面的講述式課程，網際網路提供了多媒體、地理資訊等等資源。由於Covid-19的流行，更是有許多學習場域被迫轉移至遠距進行，這種無預警的轉型都為學習者帶來了壓力以及焦慮。因此，本研究希望運用遊戲式學習提升學習者的動機並降低焦慮，為了使學習者具有更完整的知識建構過程，情境脈絡與協作問題解決也被規劃進了本研究的遊戲活動中。
本研究以研究團隊開發的電腦輔助協作學習心智工具進行學習輔助，並進一步在該系統添增了可供教師編輯學習內容與鷹架之遊戲卡牌互動功能，遊戲卡牌在本研究中與地理科學習內容結合，並作為認知機制的一環呈現給學習者。本研究以將台灣北部某高中32位同學作為研究對象，以單組前後測準實驗設計探討學習者的學習成效、學習動機、心流狀態、學習焦慮以及情緒狀態。本研究結果顯示，學習者進行學習活動後，在臺灣地理知識的學習成效達到顯著進步，並發現學習者具備一定程度的正向學習動機以及心流狀態，且具備較低的焦慮，顯示學生投入於本活動當中，而且不會感到焦慮。本研究也發現學習者正向的情緒感受會與學習動機以及心流狀態有正相關，對活動具有高度動機且高度投入的學習者會感到更享受、更為自信。此外，學習者在學習活動開始前若對於活動便感到無聊，其學習成效同時也有越低的傾向。
本研究還針對學習過程的錄影影像進行編碼，進一步分析學習者間協作討論的行為模式，發現了本活動中的學習者多數行為聚焦在學習內容的討論，學習者的協作討論行為模式也顯示了一定程度的完整歷程，包含學生之間對於他人推理的贊成及反對，或是學生間彼此交互的策略規劃等等。本研究也試著了解不同遊戲成就的學習者的行為模式差異，像是高遊戲成就的學習者比較會有不同觀點的交錯討論與推理歷程，而在低成就的學生間則發現了學生彼此間缺乏同儕鼓勵的問題。因此，本研究旨在呈現分析的結果，並以本研究的發現對未來相關的研究提出教學實務的建議。

e-Learning has many advantages in geography teaching. The Internet provides more instructional materials than face-to-face learning, such as multimedia and geographic information, etc. Due to the Covid-19 pandemic, schools have been forced to move to distance learning, and this unpredictable transition has brought stress and anxiety to learners.. Therefore, this research hopes to improve learners' motivation and reduce anxiety through game-based learning. This research helps students in the process of knowledge construction through situated learning and collaborative problem-solving.
In this study, the computer-supported collaborative learning mind tool developed by the research team was used as a learning aid. Based on the mind tool, this research has developed a card-game module with content that teachers can customize. The game cards were integrated with the geography learning content in this study and presented to the learners as part of the cognitive mechanism. The participants of this study were 32 students from a high school in northern Taiwan. This study is a single-group quasi-experimental design. The purpose of this experiment is to explore learners' learning effectiveness, learning motivation, flow state, learning anxiety, and emotional state. The results show that the learners’ learning effectiveness of Taiwan’s geographic knowledge has achieved significant improvement after the learning activities. Learners show high learning motivation, high flow state, and low anxiety. This study found that learners’ positive emotions are positively correlated with learning motivation and flow state. Learners who are highly motivated and dedicated to activities will feel more enjoyment and more confidence. In addition, when learners are bored with the activity before the learning activity, their learning effectiveness would be lower.
This research also encodes the video record of the learning process and analyzes the behavior patterns of collaborative discussions among learners. It is found that the behaviors of learners in this activity focus on the discussion of learning content. The behavior patterns of learners’ collaborative discussions also show a certain degree of the complete learning process, such as approval and disapproval of other learners’ reasoning, or strategic discussion among learners, etc. This study tried to understand the differences in the behavioral patterns of learners with different game achievements. Learners with high game achievements had different perspectives of intersecting discussion and reasoning processes; Learners with low game achievements had problems with a lack of peer encouragement. This study presents the results of the analysis and proposes recommendations for future research and a guideline for instruction.

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