本研究旨在探討線上密室逃脫遊戲應用於英文科對國中九年級的學習成效、學習動機與心流經驗的影響。本研究採取準實驗研究法對國中九年級學生進行六周的實驗教學。以兩班九年級班級為實驗組與對照組，分為Gather Town密室逃脫實驗組27人，與Google Forms密室逃脫對照組29人，透過教學前後的「學習成效測驗」與「學習動機量表」，以及教學後的「心流經驗測驗量表」與質性問題分析探討兩組學生在進行實驗後的表現。
研究結果顯示，兩組的學習成效、學習動機總分、價值與期望成分，和心流經驗在實驗後皆無達到顯著差異，僅情感成分達到臨界顯著。在質性分析中，有較多實驗組學生認為實驗平台與學習方式是有趣的。總結出情境式的密室逃脫融入教學雖然提供沉浸感與趣味，但同時可能造成認知過載與動機降低。之後的研究若想要達到學習成效、學習動機與心流經驗的顯著差異，則需要更進一步降低學習內容的難度與增加活動的指引。

The purpose of this study is to investigate the effects of applying an online escape room game to English language on the learning effectiveness, motivation, and flow experience of ninth grade students in a junior high school. In this study, a quasi-experimental research method was used to conduct a six-week experimental teaching program for ninth-grade students in a junior high school. Two ninth-grade classes were used as the experimental group and the control group, which were divided into 27 students in the experiment group and 29 students in the control group. The performance of the two groups of students was investigated through the Learning Achievement Test and Learning Motivation Scale before and after teaching, as well as through the Flow Experience Scale after teaching and the analysis of qualitative questions.
The results of the study showed that no significant differences were found between the two groups in terms of learning effectiveness, total motivation scores, value and expectation components, and flow experiences after the experiment, with only the affective component reaching critical significance. In the qualitative analysis, more students in the experimental group found the experimental platform and learning style interesting. In conclusion, although the contextualized escape-room integration provides immersion and fun, it may also result in cognitive overload and reduced motivation. In order to achieve significant differences in learning outcomes, motivation, and flow experiences, future studies will need to further reduce the difficulty of the learning content and increase the guidance of the activities.

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