本研究旨在探討不同學習環境、學習策略與先備知識對七年級學生物質概念學習成效及自然科學習動機與態度之影響。研究對象為七年級學生，有效樣本為198人，實驗教學活動為期五週，共計250分鐘。研究設計採因子設計之準實驗研究法，自變項為「學習環境」、「學習策略」及「先備知識」，其中學習環境與學習策略再各別二分為「遊戲環境」和「flash教材」以及「探索學習」和「闖關學習」，而先備知識則以學習者的先備知識測驗分數高低分為「高先備知識」與「低先備知識」兩種類型；依變項則為「物質概念學習成效」與「自然科學習動機與態度」。
　　研究結果發現：(1)「遊戲環境中闖關學習策略」與「flash教材中探索學習策略」之學習者在物質概念知識理解成效優於「遊戲環境中探索學習策略」與「flash教材中闖關學習策略」之學習者，同時，物質概念知識應用成效方面，學習者在「遊戲環境」顯著高於「flash教材」；學習者採用「闖關學習策略」顯著高於「探索學習策略」；「高先備知識」之學習者顯著高於「低先備知識」；(2)數位學習環境中，學習者皆持有較正向的自然科學習動機與態度，其中在科技態度部分，遊戲環境之學習者顯著優於flash教材之學習者。

This study aims to investigate the effects of different learning environments, learning strategies, and prior knowledge on seventh-graders’ material concepts learning performance and science learning motivation and attitude. There are 198 seventh-graders participated in the 5-week experimental activity, with a total of 250 minutes. Quasi-experimental research design was employed for this study. The independent variables include “learning environments” (Gaming environment vs. Flash digital material), “learning strategies” (Inquiry-based learning vs. Level-based learning), and “prior knowledge” (High vs. Low). The dependent variables are “material concepts learning performance” and “science learning motivation and attitude”.
　　The results of this study indicate that a) learners’ who used “Level-based learning strategies in Gaming environment” and “Inquiry-based learning strategies with Flash digital material ” outperform those who used “Inquiry-based learning strategies in Gaming environment” and “Level-based learning strategies with Flash digital material” on material concepts understanding; b) in the aspect of performance on material concepts application, learners who learned from “gaming environment” outperform those who used “Flash digital material”, learners who used “Level-based learning strategies” also outperform those who used “Inquiry-based learning strategies”, and the “high prior knowledge” learners outperform the “low prior knowledge” learners; and c) all the learners’ possess positive science learning motivation and attitude toward the digital learning environments, and those learners who used “Gaming environment” reveal higher positive technology attitude than those who used “Flash digital material”.

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