本研究旨在探討數位遊戲學習引導對視覺注意力分佈、心流狀態與科學學習成效之影響。為瞭解何種學習引導能使學習者能在遊戲中有主動的學習行為，亦提升其專注力及學習成效為重要的研究課題，有鑑於此，本研究以電磁鐵概念為例的探索遊戲，遊戲之學習引導設計採用2*2因子（有/無教學影片*高/低訊息提示），來探討學習者遊戲過程中的學習認知歷程與遊戲後的學習成效之影響。實驗樣本以便利取樣方式選取大專院校的學生44名，研究所蒐集之眼動指標與問卷分析資料，則利用描述性統計、二因子變異數分析、二因子共變數分析、獨立樣本T檢定、皮爾森相關分析以及迴歸分析等進行資料處理。研究結果發現，學習引導會影響學習者在遊戲中瞳孔擴張變化程度，另外，在高訊息提示的引導中，時間區域所閱讀時間越長可預測較佳的學習成效。有教學影片引導有助於學習者投入心流的忘我程度，而高訊息提示引導為有助於學習成效。本研究結果建議未來可針對不同學習引導的呈現方式，進行更深入之認知歷程與學習成效之探究，並提供教育遊戲開發者或相關研究人員有完整的學習引導設計與研究建議。

This study aimed to explore the instructional effects on students’ visual attention, flow states and learning achievements in game-based science learning through an eye-tracking experiment. Forty four university students participated in a digital game task which applied electromagnet concepts to solve problems. The study used a 2*2 factorial design (with/without video instruction plus the help of higher/lower text-cuing ) to examine instructional effects on learning. Participants’ eye movements were tracked and analyzed with FaceLab and Gaze Tracker software. Two way ANOVAs, ANCOVAs, independent t-tests, correlation analyses and regression analyses were used for data analyses. The results revealed that instructional treatments had significantly impact with learners’ visual attention in terms of pupil dilation degree. In addition, in higher text-cuing group, it was found that learners’ visual attention allocations within the “Time zones” can significantly predict learners’ achievements of game scores and posttest scores. The video-based conceptual instruction could help learners immerse deeply into the game. And higher text-cuing had a significantly impact on learners’ gaming achievement. Future studies can further explore different types of instructional effects on game-based learning to provide more suggestions for game designers and educators.

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