本研究旨在探討不同探索式遊戲學習策略(錨式情境、自我探索)與自我調整(高自我調整、低自我調整)對國小六年級學生流感防治概念學習成效及學習態度之影響。研究對象為國小六年級學生，有效樣本為97人，實驗教學活動為期三週，共計120分鐘。研究設計採因子設計之準實驗研究法，自變項包含探索策略與自我調整，探索策略分為「錨式情境」及「自我探索」兩種類型，自我調整依據自我調整量表之分數，分為「高自我調整」及「低自我調整」；依變項則包括流感防治概念學習成效與流感防治概念學習態度。研究結果發現：(1)自我探索之探索式遊戲學習策略能提升學習者在流感防治概念的學習成效；(2)高自我調整的學習者有較佳的流感防治概念學習態度；(3)無論是接受自我探索或錨式情境學習策略的學習者對於遊戲式學習活動的學習態度皆持正面肯定態度。

The purpose of this study was to investigate the effects of inquiry-based strategies and self-regulation on sixth-graders' performances of learning influenza prevention concepts. There were 97 sixth-graders participating in the three-week influenza prevention concepts learning activity. The methodology of this study was quasi-experimental design. The independent variables of this research were inquiry-based strategies and self-regulation. The inquiry-based strategies were categorized into anchored instruction and self-exploration. Self-regulation was divided into high self-regulation and low self-regulation. The dependent variables included learning performances and learning attitudes. The results revealed that: (a) the self exploration of inquiry-based strategies facilitated learners' learning performance towards learning influenza prevention concepts, (b) learners with high self-regulation possessed more positive attitudes of learning influenza prevention concepts, and (c) regardless of the inquiry-based strategies, students of both groups held positive attitudes toward game-based learning courses.

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