地理教學的重點在於與真實世界的連結，進而了解、關心與珍惜環境。傳統地理實察多以教師講述為主，學生的主動參與度較低。此外，高中的學生來源常非學校所在社區的學生，因此對於地方的認識意願不高，地方認同程度也較低。本研究針對學校及周遭環境設計一款地理實境解謎，以自導式地理實察結合遊戲化教學的方式，探究學生的空間自我效能、遊戲焦慮、心流體驗、體驗價值和地方認同之間的相關性。
本研究使用嵌入式實驗與單一群體準實驗研究法，採立意取樣進行前測、後測及問卷調查。研究對象為臺北市市區某高中一年級學生，有效樣本共175份。透過SPSS 23及Amos 20進行結構方程模式分析及驗證，得到以下研究結果：
(一)空間自我效能對於地理實境解謎的遊戲內容焦慮會產生顯著負面影響。
(二)空間自我效能對於地理實境解謎的遊戲人機互動焦慮會產生顯著負面影響。
(三)地理實境解謎的遊戲內容焦慮對於心流體驗會產生顯著負面影響。
(四)地理實境解謎的遊戲內容人機互動焦慮對於心流體驗會產生顯著負面影響。
(五)心流體驗對於趣味性價值會產生顯著正面影響。
(六)心流體驗對於求知性價值會產生顯著正面影響。
(七)趣味性價值對於地方認同會產生顯著正面影響。
(八)求知性價值對於地方認同會產生顯著正面影響。
(九)地方認同對於學習表現會產生顯著正面影響。
(十)不同性別的高中生在地理實境解謎遊戲的空間自我效能具有顯著差異。

The connection with the real world is the most important part in geography teaching, and furthermore to know and cherish the environment. Traditional geography fieldwork is mostly based on teachers' narration, and students' active participation is low. In addition, high school students are often not from the community where the school is located, so they have low willingness to understand the local area and the local identification is also low. This study designed a geographical real escape game for the school and the surrounding area, using gamification self-guiding fieldwork to explore the relationship between students' spatial self-efficacy, gaming anxiety, flow experience, experiential value and place identity.
This study used embedding experiment and single group quasi-experimental research method, using purposive sampling to conduct pre-test and post-test and questionnaire survey. The research subjects are 10th grade students of a high school in Taipei City, and the effective samples are 175. Structural equation model analysis and verification were conducted through SPSS 23 and Amos 20. The results of this study are as follows:
(1) Spatial self-efficacy will have a significant negative impact on game anxiety in the geographical real escape game content
(2) Spatial self-efficacy will have a significant negative impact on human-computer interaction anxiety in the geographical real escape game.
(3) Anxiety in the geographical real escape game content will have a significant negative impact on the flow experience.
(4) Anxiety of human-phone interaction in the geographical real escape game will have a significant negative impact on the flow experience.
(5) Flow experience will have a significant positive impact on hedonic value.
(6) Flow experience will have a significant positive impact on epistemic value.
(7) Hedonic value will have a significant positive impact on place identity.
(8) Epistemic value will have a significant positive impact on place identity.
(9) Place identity will have a significant positive impact on learning performance.
(10) There is a significant difference in the spatial self-efficacy of high school students of different genders in geographical reality puzzle games.

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