本研究旨在探討不同學習環境與編碼策略對於國小中年級學習者在槓桿原理學習成效及自然科學習動機之影響。研究對象為四年級學生，樣本為台北市某國小111位學生，剔除未全程參與5人和極端值8人，有效樣本為98人。實驗教學活動為期四週，共計160分鐘。本研究採因子設計之準實驗研究，自變項包括學習環境與編碼策略，「學習環境」依據虛擬資訊結合觸覺感受或動畫模擬之互動差異，分為擴增實境和數位模擬；「編碼策略」依據力矩概念的編碼方式為圖像或文字之呈現差異，分為類比編碼和符號編碼。依變項包括「槓桿原理學習成效」及「自然科學習動機」。共變項為「先備知識」。
研究結果依槓桿原理學習成效與自然科學習動機兩個面向，綜合歸納如下：(1)學生使用「擴增實境遊戲」教材學習槓桿原理，學習成效優於使用「數位模擬遊戲」教材；而學生使用「類比編碼策略」教材學習槓桿原理，學習成效優於使用「符號編碼策略」教材；(2)學生運用學習環境與編碼策略學習槓桿原理皆可提升學習動機；特別是「擴增實境遊戲」和「類比編碼策略」之內在動機表現較佳，而「數位模擬遊戲」和「符號編碼策略」之外在動機表現較佳。

The purpose of this study was to investigate the effects of game-based learning environment and encoding strategy in the learning of lever principle for elementary students. A quasi-experimental research design was employed in the study and the participants were 98 fourth-grade elementary students. The independent variables were game-based learning environment (the augmented reality game vs. the digital simulation game) and encoding strategy (the analogy representation vs. the abstract representation). The dependent variables were learning performance in and motivation towards the lever principle learning activity.
The results revealed that (a) the augmented reality game was able to facilitate the performance of understanding with learners and was better than the digital simulation game. On the other hand, the analogy representation could improve the performance in application and was better than the abstract representation. (b) Both the game-based learning environment and encoding strategy had positive impacts on learners’ motivation. The augmented reality game and the analogy representation affected more on the intrinsic motivation. However, the digital simulation game and the abstract representation caused more effect on the extrinsic motivation.

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