化學是科學發展基礎的一項重要學科，知識範疇涵蓋許多抽象概念與無法直觀的反應過程，使學習者在傳統教學的環境下產生焦慮感受，此外若教學活動引導鷹架設計不足，則可能讓學習者在學習過程中產生誤解。為了有效降低學習者的學習焦慮以及搭建適當的認知鷹架，運用遊戲式學習的策略可以提供一個輕鬆快樂的環境幫助學習，藉此來降低焦慮感受並提高學習者的參與動機，透過結合桌上遊戲及數位遊戲的擴增實境技術，有效改善學習體驗。
為了降低教育遊戲製作成本，使遊戲式學習得以順利在教育現場推廣，本研究開發了一套擴增實境教育遊戲編輯工具「迷你宇宙」，以遊戲式學習與鷹架理論為核心架構，提供設計者迅速設計出具有認知鷹架與即時回饋機制的教育遊戲，並且能廣泛適用於各項科目來輔助學習者探索與學習。為了解此工具是否能有效推廣於教育現場，因此本研究以此設計出一款專為高中化學科學習的擴增實境教育遊戲「返途」，運用分組競爭學習策略來提供同儕鷹架，再藉由遊戲中的認知鷹架與即時回饋機制，幫助學習者在探索遊戲的過程中學會氣體與壓力計的相關概念，並運用所學知識來解開遊戲關卡。
本研究中以台灣北部某高中31位學習者作為施測對象，藉由實徵研究分析來探討學習者的學習成效、心流狀態、科技接受度、遊戲元素、焦慮程度以及學習者行為序列分析。研究結果顯示學習者運用此遊戲學習後，學習成效顯著進步，焦慮程度顯著降低，心流狀態與科技接受度平均分數皆高於中位數，學習行為模式分析發現學習者能夠充分運用遊戲中提供的提示鷹架與即時回饋功能，並試圖多方組合出隱藏的線索來解題，且當答題錯誤時也會回去尋找尚未取得的提示資訊，進而反思並修正解題策略。

Chemistry is an important subject for scientific development. The knowledge contains abstract concepts and unintuitive reaction processes, which could make learners feel anxious when learning in the traditional learning environment. In addition, during the learning process, teaching activities which are lacking of suitable scaffolding design may cause learners misunderstanding. In order to effectively reduce the learner's anxiety and to build an appropriate cognitive scaffolding, employing game-based learning (GBL) strategies can provide a relaxed and pleasant environment to improve learning effectiveness, thereby reducing anxiety enhancing learners' motivation to participate. With the flexibility and adaptability of the board game and embedding augmented reality (AR) technique into digital games, the proposed approach can effectively improve the learning experience.
In order to reduce the production cost of educational games and facilitate the promotion of GBL at the educational field, this research has developed an AR-based educational game maker, “Mini-universe." With the GBL and scaffolding theory as the core framework, the self-developed game maker allows users to design educational games with cognitive scaffolding and instant feedback mechanisms, and can be widely applied to various subjects to assist learners in exploring and learning. To estimate whether proposed game maker can be effectively promoted in the education field, in this study, an AR-based educational game, “Return,” was developed for high school chemistry learning by the game engine. With the group competition learning strategy as peer scaffolding, as well as the cognitive scaffolding and the instant feedback mechanism in the game, learners can learn the concepts of gas and pressure gauge in the game by exploring and utilizing the knowledge they have acquired to complete the game tasks.
A total of 31 high school students in northern Taiwan participated in this study, and the empirical research was used to explore the learner's learning effectiveness, flow status, technological acceptance, game elements, anxiety, and learners’ behavior sequential patterns. The results revealed that the proposed approach improved the students’ learning effectiveness and reduced the level of anxiety. Moreover, the average scores of flow status and technological acceptance are higher than the median. From the analysis of the students’ behavior sequences, it was found that the students adopted the scaffolding and the instant feedback function tentatively to find out hidden clues to solve the problem. When answering incorrectly, the students would also look for further information, afterwards making reflection and changing problem-solving strategies.

許皓雲 (2018)。運用多重表徵與認知鷹架的國中數學科擴增實境桌上遊戲的學習成效與歷程分析。國立臺灣科技大學應用科技研究所，未出版，台北市。
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