遺傳學是國中七年級學生感到艱深困難的生物單元之一。遺傳概念既微觀且抽象，教師的教學甚至可能導致學生形成另有概念。本研究使用Pedagogica軟體融入遺傳單元，探討實際操作模擬軟體對不同認知成就學生之認知成就、學習動機與心流經驗的影響。本研究方法採用單一組前後測實驗設計，研究對象為桃園縣某國中七年級學生合計81人，以兩人一組操控一台電腦的方式進行課程活動，教師使用Pedagogica軟體介紹遺傳單元的相關概念，學生需操作模擬軟體來完成學習單。本研究使用的工具包括：遺傳學成就測驗、學生科學學習動機量表、心流經歷量表、心流面向量表。研究結果顯示：
一、不同成就組經過電腦模擬教學活動後高成就組遺傳認知成就顯著高於中、低成就組（p<.05），中成就組顯著高於低成就組（p<.05）。
二、經過電腦模擬教學活動後，高成就組「自我效能」顯著高於中成就組（p<.05）；高成就組「主動學習策略」顯著高於低成就組（p<.05）。
三、全體學生遺傳認知成就對心流經驗部分向度呈現顯著正相關。
四、多元線性回歸分析呈現心流經驗可以預測不同成就組學習動機表現。

To the 7th graders, the most difficult in Life and Technology Learning Area are the units related to genetics. Since genetics is microscopic and abstract, students are very likely to form alternative conceptions of it if the units are taught with inappropriate methods. By integrating the software Pedagogica into learning genetics, the purpose of this research was to find out the influences of the practices of simulation software on the learning motivation and flow experience of students with different levels of achievements. This research was practiced by contrasting the pre-test and post-test scores of a group. The subjects consist of eighty-one students in three different classes. The process was completed with two students operating one computer. During the process, the teacher used the simulation software to introduce concepts related to genetics, while the students completed the questions in the handouts by practicing the software. The tools utilized in this research included tests of achievement in genetics, SMTSL, flow experience scale, and instruments of flow dimensions. The results of this research are as follows.
1.High-achieving groups scored higher in tests of achievement in genetics than middle-achieving and low-achieving ones (p<.05）. Middle-achieving groups scored higher in tests of achievement in genetics than low-achieving ones (p<.05）.
2.High-achieving groups scored higher in SE than middle-achieving ones(p<.05）; in ALS , high-achieving groups scored higher than low-achieving ones（p<.05）.
3.As a whole, the post-test score and the progress between the pre-test and post-test scores in tests of achievement in genetics had significantly a positive correlation with their flow experience.
4.Multiple regression analysis indicated that scores in flow experience can predict the learning motivation of students with different levels of achievements.

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