隨著資訊科技的進步與普及，多元化的學習模式取代了傳統的講授式教學。這些豐富的科技教育研究，不僅提供更多的多媒體影音，增進學習者的學習動機，更增加觀察與探索的機會。近幾年來，已有學者證實，透過行動學習能夠提供學習者不受空間限制的學習環境，更有提高學習成效的潛力；同時，加入遊戲的特性，可以提高學習者的學習動機。然而，許多學者也指出，如果沒有好的學習策略，行動學習或遊戲式學習往往無法發揮效果。因此，本研究提出一套以概念圖與遊戲為策略之行動學習系統，輔助學習者在自然科的學習。為了評量這個新學習模式的成效，本研究採用準實驗設計法，將受測者分為實驗組以及控制組。實驗組使用「結合概念圖與遊戲策略之行動學習模式」、「遊戲式行動學習模式」與「結合概念圖之導覽行動學習模式」，控制組使用「導覽式行動學習模式」。在學習活動結束後，本研究將比較不同學習模式對於學習者在學習成就、學習動機的影響，以及概念圖提示策略與遊戲策略的交互作用，並比較其參與活動的學習滿意度、心流經驗與認知負荷是否有所差異。實驗結果表明，結合概念圖與遊戲策略之行動學習模式，遊戲策略與概念圖並無產生交互作用，其主要效果方面，概念圖提示策略對於學習者之學習成就沒有顯著幫助；遊戲策略能有效提高學習者的學習動機、學習滿意度以及心流經驗。

With the rapid development of technology, diverse and new learning modes have gradually replaced traditional instructions. These education technologies not only provide more multimedia to enhance students’ learning motivation, but also increase students’ opportunities of observation and exploration. In recent years, scholars have indicated that using mobile devices enables students to learn anytime and anywhere; moreover, it has the potential of promoting students’ learning performance. Meanwhile, researchers have also pointed out that using game strategy in learning can promote students’ learning motivation. However, many scholars have also pointed out that, without proper learning strategies, the effects of mobile learning or game-based learning could be disappointing. Therefore, this study proposes a concept map-based mobile game approach to improving students’ learning performance in nature science courses. To evaluate the effectiveness of this approach, a quasi-experimental design method is adopted by assigning four classes of students to three experimental groups and one control group. The students in those groups learn with “concept map-based mobile game approach”, “mobile game approach,” “concept map-based mobile learning approach” and “conventional mobile learning approach,” respectively. After the activity, this study compares the four groups’ learning achievement, motivation, satisfaction, flow and cognitive load. From the experimental results, no significant interaction is found between the “game” and “concept map” interventions. Furthermore, the main effect results show that the concept map did not have significant impacts on the students’ learning performance; on the other hand, it is found that the game-based learning strategy significantly improved the students’ leaning motivation, satisfaction and flow.

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