本研究旨在探討探索學習模式及提示策略對於學生在擴增實境遊戲式學習環境中，槓桿單元知識概念的學習成效、學習動機及學習態度之影響。研究對象為國小五年級學生，有效樣本120人。本研究使用因子設計之準實驗研究法，自變項為「探索學習模式」和「提示策略」；「探索學習模式」分為結構式探索與引導式探索，「提示策略」分為圖像提示與符號提示。依變項為「槓桿單元學習成效」、「自然科學習動機」及「科學學習態度」；「槓桿單元學習成效」分為知識記憶、知識理解及知識應用共三個面向，「自然科學習動機」分為自我效能、主動學習策略、學習價值、表現目標、成就目標及學習環境刺激共六個面向，「科學學習態度」分為科學變化性、科學有性、科學學習過程、科學理論價值、科學有用性、科學喜好度、科技易用性及科技有用性共八個面向。
研究結果發現：在學習成效方面，(1) 「引導試探索－符號提示」組學生在知識應用表現最佳；學習動機方面，(2)各實驗組學生對於學習活動皆抱持正向動機表現，其中符號提示組學生，在接受引導式探索之學習動機表現顯著優於接受結構式探索；學習態度方面，(3)各實驗組學生對於學習活動皆抱持正向態度表現；其中引導式探索組學生，接受符號提示在科學變化性、科學有限性及科學有用性的學習態度顯著優於圖像提示。

The purpose of this study was to investigate the effects of types of inquiry-based learning (Structured inquiry vs. Guided inquiry) and prompting strategy (Iconic prompting vs. Symbolic prompting) on elementary school students learning performance, motivation, and attitude in learning of lever principle through Augmented Reality digital game. A quasi-experimental research design was employed in the study. The participants were 145 fifth graders and the effective sample size was 120. The independent variables were types of game-based inquiry learning and prompting strategy. The dependent variables were students’ lever learning performance, motivation, and attitude.
The results revealed that (a) for the learning performance, when receiving the guided-inquiry learning the symbolic group outperformed the iconic group in knowledge application performance; (b) for motivation, all participants showed positive motivation toward lever learning and particularly; on symbolic prompting group when students’ receiving guided-inquiry, leaning motivation, is better than structured-inquiry group; (c) for attitude, all participants showed positive attitude toward scientific learning; on guided-inquiry group when students’ receiving symbolic prompting, scientific changed, limited, and useful, is better than iconic prompting.

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