摘要
由於二十一世紀是個資訊化時代，隨著科技的日新月異，國內外博物館也積極轉型，博物館的導覽與學習模式也逐漸從數位化到行動化乃至於雲端化。行動學習載具裝置為數位學習計畫中重要的一環，分組合作學習也是近幾年來教育的重要教學策略。本研究運用博物館內的學習平台，結合行動學習系統來進行實境遊戲的情境學習。將「三芝名人館」設計成一個魔法世界，以尋寶遊戲為架構，運用IBeacon微定位系統的技術，透過遊戲闖關方式及同儕間的合作學習，一同完成學習目標。主要想引發學習者主動積極學習的動機，提高學習者學習的成效與興趣。研究中我們使用實驗法，受試者為48名國中八年級的學習者，依照對三芝名人館的先備能力成績高低，採同質和異質的分組來進行實境遊戲，探究不同類型的分組其學習成效與學習興趣是否有顯著差異。研究統計方式採取雙因子變異數和雙因子共變數分析，研究結果發現，接受實境遊戲學習後，全體學習者之學習成就有顯著提升。而同質/異質分組在完成實境遊戲後學習者之學習成效有顯著差異，但學習興趣則沒有顯著差異。同質/異質分組與不同先備能力者在學習成效與學習興趣上並無產生交互作用，表示兩者之間並無顯著差異。經問卷資料整理，發現不同先備能力者與同質/異質分組中都能在實境遊戲學習中獲得良好的學習經驗。

Abstract
With the gradual digitalization of museum guides and the introduction of multi-media digital audio and video guides, the diversification of teaching will enable learners to get out of the classroom and interact with the real environment and situation to promote learners' knowledge and experience. In this study, the "Sanzhi Celebrity Hall" was used as the teaching site, the Hall of Celebrity was designed as a magic world. The Kaitou museum and the Chaifon Museum were the main teaching materials, combined with local cultural relics learning, to treasure-hunting game for the structure. Adding with the use of IBeacon micro positioning system technology, this study builds a context-aware mobile gaming system. The breaking through the Barricade game can integrate the cooperation between learning, competition, training cooperation between peers to learn tacit understanding. To learn in an autonomous and interactive way, to deepen learners to connect with learning resources in the real situation and construct a meaningful and interesting learning platform. This study is intended to stimulate students' motivations for active learning and to improve the effectiveness and interest of students. In the study, we used the experimental method, the subjects were 48 eighth-grade learners in the country, in accordance with its awareness of the Sanzhi Hall of the level of advance knowledge, will be divided into homogeneous group or heterogeneous group. After learning the real game, the study explores whether there is significant difference between group learning performance and group learning interest. Two-factor variance analysis was used to study the statistical methods. Interviews were conducted after the game was finished, and qualitative data were collected. Quantitative research results are obvious, after the game through the real game, the learners of learning outcomes and learning interest have significantly improved. This study shows that different abilities in different groups can be in the real game learning to get a good learning experience.

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