隨著資訊科技的高速發展，對於具備科技應用能力的跨域人才的需求更甚以往。因此，如何促進學生的資訊教育學習成就，已經被世界各國列為重要的教育目標。然而，對於非理工背景的學生而言，學習科技相關課程是一件具有挑戰性的事，甚至可能出現學習焦慮。數位遊戲式學習是將艱澀的學習內容融入遊戲，能有效降低學習焦慮；然而有研究指出，若缺乏有效的學習策略引導，讓學生反覆嘗試錯誤，將導致學習動機的降低。因此，本研究提出結合雙層次測驗的3D數位遊戲式學習方法，試圖提升非理工背景的學生在人工智慧單元中的學習成就，並降低學習焦慮。透過導入雙層次測驗，為系統添加有效的學習導引及回饋機制。為探討此學習方法之成效，本研究採準實驗設計，將該系統應用於大學生的科技外語—人工智慧單元的學習活動中。參與實驗的學生共計52名，分為兩組：實驗組學生使用結合雙層次測驗的3D數位遊戲式學習系統；控制組學生使用一般的3D數位遊戲式學習系統。透過量化分析，探討兩組學生在學習成就、學習焦慮、心流體驗、認知負荷以及學習行為方面的表現。研究結果顯示，實驗組學生在學習成就表現優於控制組學生；而學習焦慮、心流體驗以及認知負荷則無明顯差異。此外，根據學習行為分析的結果，發現實驗組學生在正確答題以及與NPC互動學習行為之間，相關性未達顯著水準。說明雙層次測驗的導入，會減少學生在測驗過後馬上投入遊戲互動探索，幫助學生在遊戲環境下維持一定的學習專注度，進而提升學習成就的表現。未來可嘗試導入適性化學習等學習策略，以提升學生在3D數位遊戲中的心流體驗。

With the rapid development of information technology, the demand for cross-disciplinary talents with the ability to apply technology is even greater than before. Therefore, the promotion of students’ learning achievement in information technology education has been an important educational goal in countries around the world. However, for students with non-technical backgrounds, learning technology-related courses can be challenging and may cause learning anxiety. Digital game-based learning is an effective way to reduce anxiety by integrating difficult learning content into games, which can be ideal if further supplemented with effective learning strategies, allowing students to repeatedly make mistakes will result in lower learning motivation. Therefore, this study proposes a 3D digital game-based learning approach with a two-tier test to reduce anxiety among non-technical students in Artificial Intelligence Course Unit. To investigate the effectiveness of this learning approach, a quasi-experimental design was adopted to apply the system to university students’ learning activities in an English for Technology – artificial intelligence module. A total of 52 students participated in the experiment and were divided into two groups: the experimental group used a 3D digital game-based learning system with a two-tier test; the control group used a general 3D digital game-based learning system. Quantitative analyses were conducted to examine the performance of the two groups in terms of learning achievement, learning anxiety, flow experience, cognitive load, and learning behavior. The results of the study showed that the experimental group outperformed the control group in terms of academic achievement, while there was no significant difference in learning anxiety, flow experience, and cognitive load. In addition, the correlation between correct question answering and interactive with NPC learning behaviors was not found to be significant in the experimental group. This suggests that the introduction of the two-tier test will reduce the number of students immediately engaged in interactive exploration of the game after the test and help students maintain a certain level of concentration in the game environment, to enhance the performance of learning achievement. In the future, Adaptivelearning strategies can be introduced to enhance students’ learning performance in 3D digital games.

中華民國教育部. (2016). 2016-2020資訊教育總藍圖. 中華民國教育部
中華民國行政院新聞傳播處. (2016). 數位國家‧創新經濟發展方案(DIGI+). https://reurl.cc/leLzV6
Achim, N., & Al Kassim, A. (2015). Computer usage: the impact of computer anxiety and computer self-efficacy. Procedia-Social and Behavioral Sciences, 172, 701-708.
Adodo, S. O. (2013). Effects of Two-Tier Multiple Choice Diagnostic Assessment　Items on Students’ Learning Outcome in Basic Science Technology (BST). Academic Journal of Interdisciplinary Studies, 2(2), 201.
Alkhawaja, M. I., Halim, M. S. A., & Afthanorhan, A. (2021). Technology Anxiety and Its Impact on E-Learning System Actual Use in Jordan Public Universities during the Coronavirus Disease Pandemic. European Journal of Educational Research, 10(4), 1639-1647.
AK, Oguz, Kutlu, Birgul (2017). Comparing 2D and 3D game-based learning environments in terms of learning gains and student perceptions. British Journal of Educational Technology, 48(1), 129-144.
Brosnan, M. J. (2002). Technophobia: The psychological impact of information technology. Routledge.
Chang, S. C., Hsu, T. C., Kuo, W. C., & Jong, M. S. Y. (2020). Effects of applying a VR‐based two‐tier test strategy to promote elementary students’ learning performance in a Geology class. British Journal of Educational Technology, 51(1), 148-165.
Chou, C., Chan, P. S., & Wu, H. C. (2007), Using a two-tier test to asses students' understanding and alternative conception of cyber copyright laws. British Journal of Educational Technology, 38(6), 1072-1084.
Chu, H. C., Hwang, G. J., Tsai, C. C., & Tseng, J. C. (2010). A two-tier test approach to developing location-aware mobile learning systems for natural science courses. Computers & Education, 55(4), 1618-1627.
Chu, H. C., & Chang, S. C. (2014). Developing an educational computer game for migratory bird identification based on a two-tier test approach. Educational Technology Research and Development, 62(2), 147–161.
Chen, C. H., Liu, G. Z., & Hwang, G. J. (2015). Interaction between gaming and multistage guiding strategies on students’ field trip mobile learning performance and motivation. British Journal of Educational Technology. doi: 10.1111/bjet.12270
Dede, C., Salzman, M., Loftin, R. & Sprague, D. (1999). Multisensory immersion as a modeling environment for learning complex scientific concepts. In W. Feurzeig & N. Roberts (Eds), Modeling and simulation in science and mathematics education, 282–319. New York: Springer.
Elliott, J., Adams, L., & Bruckman, A. (2002, October). No magic bullet: 3D video games in education. In Proceedings of ICLS (pp. 23-26).
Erhel, S., & Jamet, E. (2013). Digital game-based learning: impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156-167.
Hainey, T., Connolly, T. M., Boyle, E. A., Wilson, A., & Razak, A. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers & Education, 102, 202-223.
HogleJ. G.(1996).Considering Games as Cognitive Tools: In Search of Effective "Edutainment" University of Georgia Department of Instructional Technology.
Hsiao, H. S., Chang, C. S., Lin, C. Y., & Hu, P. M. (2014). Development of children's creativity and manual skills within digital game‐based learning environment. Journal of Computer Assisted Learning, 30(4), 377-395.
Hwang, G. J., & Chang, C. Y. (2020). Facilitating decision-making performances in nursing treatments: a contextual digital game-based flipped learning approach. Interactive Learning Environments. Doi: 10.1080/10494820.2020.1765391.
Juutinen, S., Huovinen, T., & Yalaho, A. (2011). Emotional Obstacle in E-learning – The fear of technology. International Journal for e-Learning Security (IJeLS), 1(3/4), 104-109.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and higher education, 8(1), 13-24.
Liao, C-W., Chen, C-H., & Shih, S. J. (2019). The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment. Computers and Education, 133, 43-55.
Li, F. Y., Hwang, G. J., Chen, P. Y., & Lin, Y. J. (2021). Effects of a concept mapping-based two-tier test strategy on students’ digital game-based learning performances and behavioral patterns. Computers & Education, 173, 104293.
Mallow, J. V. (1981). Science anxiety: fear of science and how to overcome it. Thomond Press.
Miia, R., Janne, K., Asko, T., & Heikki L. (2014). Children’s engagement during digital game-based learning of reading: The effects of time, rewards, and challenge. Computers & Education, 71, 237-246
Mutlu-Bayraktar, D., Cosgun, V., & Altan, T. (2019). Cognitive load in multimedia learning environments: A systematic review. Computers & Education, 141, 103618.
Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12.
Piaget, Jean (2013). Play, Dreams and Imitation in Childhood, Routledge.
Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
Sanstad, E. (2018). The Fear of Science: A Study of Science Anxiety and the Learning Capabilities of Adult College Students [Doctoral dissertation, The University of Wisconsin-Milwaukee].
Schrader, C. & Bastiaens, T. (2012). The influence of virtual presence: effects on experienced cognitive load and learning outcomes in educational computer games. Computers in Human Behavior, 28(2), 648-658. doi: 10.1016/j.chb.2011.11.011.
Sweetser, P., & Wyeth, P. (2005). GameFlow: a model for evaluating player enjoyment in games. Computers in Entertainment (CIE), 3(3), 3.
Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International journal of science education, 10(2), 159-169.
Terzidou, T. & T. Tsiatsos, T. (2011). Designing a 3D Collaborative Game to Support Game Based Learning. Proc. 5th European Conference on Games Based Learning, pp. 573-581.
Theodouli T., Tsiatsos, T., Dae, A., Samaras, O., & Chasanidou, A. (2012). Utilizing virtual worlds for game based learning: Grafica, a 3D educational game in Second Life. 2012 12th IEEE International Conference on Advanced Learning Technologies, pp. 624-628.
Tsai, Y. L., & Tsai, C. C. (2018). Digital game-based second-language vocabulary learning and conditions of research designs: A meta-analysis study. Computers & Education, 125, 345-357.
Virvou, M., Katsionis, G. & Manos, K. (2005). Combining software games with education: evaluation of its educational effectiveness. Educational Technology and Society, 8, 2, 54–65.
Ya-Ting Carolyn Yang (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computers & Education, 59(2), 365–377.
Yang, Y. T. C. & Chang., C. H. (2013). Empowering students through digital game authorship: Enhancing concentration, critical thinking, and academic achievement. Computers & Education. doi: 10.1016/j.compedu.2013.05.023.
Yang, T. C., Chen, S. Y., & Hwang, G. J. (2015). The influences of a two-tier test strategy on student learning: A lag sequential analysis approach. Computers & Education, 82, 366-377
Yang, T. C., Hwang, G. J., Yang, S. J., & Hwang, G. H. (2015). A two-tier test-based approach to improving students' computer-programming skills in a web-based learning environment. Journal of Educational Technology & Society, 18(1), 198-210.
Yang, J. C., & Chen, S. Y. (2020). An investigation of game behavior in the context of digital game-based learning: An individual difference perspective. Computers in Human Behavior, 112, 106432.