本研究主要探討在不同的數位學習環境(教育遊戲、互動網頁)、及使用不同的體驗式學習策略(引導體驗式策略、體驗式策略)，針對不同先備知識(高先備知識、低先備知識)的國小五年級學生，學習質因數相關概念的學習成效和學習動機之影響。研究對象為新北市國小5年級學生，而其樣本係在全校班級中隨機抽取八個班，有效樣本為178人。該校所有的班級皆為常態編班，所有的學生均接受過電腦相關課程，且具備基本的電腦操作技能。研究結果顯示：(1)學習者在教育遊戲的數位學習環境中比起互動網頁有更好的質因數相關概念學習成效表現；(2)高先備知識學習者比起低先備知識學習者有較佳的質因數相關概念學習成效表現；(3)學習者在教育遊戲的數位學習環境中比起互動網頁有更好的數學學習動機；(4)高先備知識學習者比起低先備知識學習者有較佳的內在目標導向學習動機表現；(5)不同的體驗式學習策略對於學習者皆有正向的學習動機表現。

The purpose of this research is to explore the effects of learning strategies (guided experiential learning strategies vs. experiential learning strategies), digital learning environments (role-playing game vs. interactive web), and prior knowledge (high prior knowledge, low prior knowledge) on elementary students’ learning of prime factor conception. The sample of this study consisted of 178 fifth graders from a school in New Taipei City. All students have received computer-related courses and possess basic computer skills.
The results show that (1) the role-playing game environment group outperformed the interactive web group in performance of knowledge and understanding prime factor conception, (2) students with high prior knowledge outperformed their counterparts on prime factor conception, (3) students in the role-playing game learning environment revealed higher learning motivation than the interactive web group, (4) students with high prior knowledge showed higher internal goal orientation towards prime factor conception, and (5) regardless of the experiential learning strategies, students all revealed positive motivation towards the prime factor conception learning activity.

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