本研究旨在探討擴增實境中數位遊戲的問題情境及回饋策略對於高中學習者在三角測量的學習成效與數學學習動機之影響。本研究對象為高中二年級學生，採用二因子準實驗研究法，有效樣本112人。自變項為「問題情境」與「回饋策略」，問題情境分為「操作情境」及「文本情境」；回饋策略依時機不同分為「整體回饋」及「階段回饋」。依變項則包含三角測量學習成效(知識記憶、知識理解、知識應用)與數學學習動機(價值成分、期望成分)。
研究發現：在學習成效方面，(1)就知識記憶及知識理解而言，各實驗組皆無顯著差異，學習者不論是採用哪種問題情境或回饋策略，在三角測量的知識記憶與理解有相同的表現；(2)就知識應用而言，操作情境組學習者在三角測量的知識應用表現優於文本情境組學習者、整體回饋組學習者的知識應用表現優於階段回饋組學習者。在動機方面，(3)各實驗組對學習活動皆抱持正向的學習動機；而且，操作情境組在目標導向及控制信念動機面向的表現優於文本情境組。

The purpose of this study was to investigate the effects of problem situation and feedback strategies on senior high school students’ performance and motivation toward the learning of trigonometry through augmented reality digital game. A quasi-experimental design was employed and the independent variables were types of problem situation and feedback strategies. The participants were 132 eleventh graders and the effective sample size was 112. While the problem situation consisted of the measurement and the textuality situation, the feedback strategies included the integrated feedback and the stages feedback. The dependent variables were the students’ learning performance and motivation.
The results revealed that (a) for knowledge application performance, the measurement situation group outperformed the textuality group; (b) for knowledge application performance, the integrated feedback group outperformed the stages feedback group; and (c) as for learning motivation, participants showed positive motivation toward the employed feedback strategies and the measurement situation group revealed higher degree of motivation in comparison with the textuality situation group.

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