運用模擬操弄輔助教學時，學習者可藉由在模擬軟體中的操弄經驗，輔助物理科的程序性知識學習。目前，數位遊戲教學日益受到學習科技領域的重視，倘若可以進一步加深學習者與擬真情境連結，並賦予適當的遊戲元素與各種教學策略(如: 情境式教學法、角色扮演教學法、問題解決教學法)，將可望更有助於促發學習者主動進行模擬操弄學習的動機與成效。本研究目的主要為發展基於上述教學策略的高中電磁鐵數位教學遊戲「逃出研究室」，並針對性別、有無過關、學習成效、科技接受度、心流之間的關連與差異等議題進行初步的探究。為探究以上議題，本研究擬以所發展之「逃出研究室」教學遊戲軟體、學習成效評量、科技接受度問卷與心流問卷等工具進行實驗。參與者為台灣某北部高中一年級學生共148名。研究結果發現本遊戲的科技接受度與學習者的心流具有一定水準，但認知易用性仍須加強。其中，各維度中促成心流的先決因素與認知易用性達中度相關，並且性別與有無過關在科技接受度與心流上有一定程度的差異。

With the use of simulated manipulation in teaching, learners can learn physics procedural knowledge by manipulating the simulation software. Nowadays, the application of digital games to teaching is gradually emphasized in the field of learning technology. If we can further deepen the connection between learners and the realistic scenarios and provide learners appropriate game elements and various teaching strategies (e.g., situated learning, role-playing , and problem solving), this will help trigger learners’ learning motivation and effectiveness of the analog manipulation. The main purpose of this study was to develop a digital educational game called “Escape The Lab” for teaching electromagnet in a high school Physics course based on above-mentioned teaching strategies. Also, this study preliminarily explored the relationships and differences between gender, game completion, and the learning effectiveness, technology acceptance and flow. To explore the issues mentioned above, this study developed the teaching game software “Escape The Lab” and a learning assessment as well as modified a technology acceptance questionnaire and a flow questionnaire. Samples of the study were 148 tenth grade students from a high school in northern Taiwan. The findings indicate that the learners’ technology acceptance of this game and their flow reached a certain degree, although their perceived ease of use needs to be improved. A significantly moderate correlation is found between students’ flow antecedents and perceived ease of use. In addition, some aspects of technology acceptance and flow are different between genders and between game completion groups.

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