本研究旨在探討不同探索式策略(引導式探索、結構式探索)的擴增實境實驗遊戲對不同學習風格(感官型、直覺型)的國中學習者化學反應課程的學習成效及化學學習動機之影響。研究之對象為國中八年級學習者，有效樣本為103人，研究設計採因子設計之準實驗研究，自變項包含「探索式策略」及「學習風格」，探索式策略分為「引導式探索」與「結構式探索」兩種探索式策略，學習風格依據學習風格量表分為「感官型」與「直覺型」兩種學習風格；依變項則包含化學反應課程學習成效、化學學習動機。
研究結果發現：(1)使用引導式探索策略學習化學反應課程在知識理解向度之學習成效高於使用結構式探索策略；(2)使用不同探索式策略的擴增實境實驗遊戲進行化學學習，皆持正向的動機表現；特別是使用結構式探索策略的學習者有較高的參與動機表現。

The purpose of this study was to investigate the effects of inquiry augmented reality experimental game and learning styles on junior high school students’ performance and motivation in learning Chemistry. A quasi-experimental design was employed in the study and the participants were 103 eighth graders. The independent variables contained two types of inquiry strategies, including guided inquiry and structured inquiry, and two types of learning styles, including sensing learners and intuitive learners. The dependent variables were learning performance and learning motivation toward Chemistry.
The results revealed that: (a) the guided inquiry strategy facilitated students’ understanding of Chemistry better than the structured inquiry strategy, and (b) students showed positive motivation toward learning Chemistry no matter which inquiry strategies they received. Furthermore, those who received structured inquiry revealed higher motivation than their counterparts.

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