講述式的生物科教學，對於學生的學習動機、協作互動及學習深度往往有其限
制。結合情境脈絡與擴增實境的遊戲對生物科教學可望能促進學習者的學習動機與
成效。而運用 AR 技術結合桌上遊戲機制，能將自然情境與其中的生物知識線索藉
由 AR 科技呈現鷹架提示，並透過面對面互動的桌上遊戲機制，達到協作解題能力
的培養。
本研究開發一款結合擴增實境的桌遊「生態還原者」，此桌上遊戲整合各種生
態系的自然情境脈絡，並將生物知識線索以實體牌卡與擴增實境技術呈現以做為認
知鷹架來輔助學習者學習。本研究之研究對象為台灣北部某國中 37 位學習者，藉
由實徵分析，本研究探討學生的學習成效、心流狀態、接受度以及關鍵的學習行為
序列模式。本研究結果顯示，學習者在使用本遊戲進行學習後，學習成效顯著進
步；男性學習者學習成效表現優於女性學習者；心流狀態和接受度的各項子維度亦
皆高於中位數；學習行為模式方面，在高、低心流組別，各自有特殊的問題解決行
為模式，且高心流組呈現一定程度的反思行為模式。
另外，本研究也初步分析心流狀態、接受度、學習成效與各維度間彼此的路徑
關聯，並提出相關的研究與教學實務的建議。

Lecture-based teaching for biology may always have limitations in students’
learning motivation, collaborative interaction, and depth of learning. It is expected that
students’ motivation and performance in biology learning can be enhanced through the
game that integrates context and augmented reality (AR). The integration of AR and
board games can present students with the natural environments and biological
knowledge clues as the scaffolding hints through AR technology, and it can also help
develop problem-solving abilities through face-to-face interaction in the board games.
The study developed a board game working with AR, Ecological Restoration, which
integrated all kinds of natural contexts in the ecosystem and presented biological
knowledge clues with game cards and AR technology as cognitive scaffolding to assist
learning. Thirty-seven students from a junior high school in northern Taiwan participated
in this study. The study aims to empirically analyze the students’ learning effectiveness,
flow, acceptance, and their critical behavioral sequential patterns. The results showed that
after using the game for learning, the students’ learning performance significantly
improved, and the male students’ learning performance are greater than the female. The
numbers of each sub-dimension in their flow and acceptance are higher than the medians.
As for learning behavioral patterns, learners in the high flow group and low flow group
showed different problem-solving behavioral patterns, and a certain degree of reflective
behaviors were observed in the high flow group.
Moreover, the study initially analyzed the paths association among each dimension
in flow, acceptance, and learning effectiveness, with related suggestions for research and
teaching.

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