因應現今的化學事件與我國化學教育，鼓勵學習者建立科學思考的基本方法與態度，進而建構出相關的知識與技能並解決問題。但大多數的化學課程讓學生感到枯燥乏味、雜亂無章，因此本研究將建構一個鷹架引導探究學習之多人線上角色扮演遊戲，以生活中化學物品的原理及應用作為遊戲內的材料與任務，讓學習者不受時間、空間、資源以及安全所限制自行操作並自由的體驗與探究其內容，讓系統引導學習者建構出屬於自己的生活中的化學概念與知識，並藉由遊戲式學習的特點讓學習者能保有持續性的學習動機與興趣。研究結果顯示，本系統對學習者的學習成效與動機皆有顯著效果，且大多數的學生經常在探究任務或事件的過程中感到迷惑、不知道接下來要做什麼，經常使用系統提示或詢問夥伴來解決問題。

In response to chemistry events and our chemistry education of today, encourage learners to establish the basic methods of scientific thinking and attitudes, and then construct the relevant knowledge and skills, and problem solving. But most of the chemistry curriculum so that students feel boring, disorganized, so this study will build a scaffolding guided inquiry learning multiplayer online games, with the principles and application of chemicals in life and mission as the material within the game, so learning who from time, space, resources, and security restrictions and freely operate their own experience and explore its content, so that the system boots learners construct their own life in chemical concepts and knowledge, and by the characteristics of game-based learning to let learners can retain continuous learning motivation and interest. The results show that the system is effective and motivated learners Jieyou significant effect, and most of the students in the inquiry process is often a task or event in the confused, not knowing what to do next, often using the system prompt or ask partners to solve problems.

誌謝 I
摘要 II
Abstract III
目錄 IV
圖目錄 V
表目錄 VI
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 3
第二章 文獻探討 4
第一節 化學教育 4
第二節 鷹架理論(Scaffolding) 5
第三節 探究學習(Inquiry Learning) 7
第四節 數位遊戲式學習(Digital game based learning) 9
第三章 研究方法 12
第一節 研究流程 12
第二節 研究對象 14
第三節 研究工具 17
第四章 系統設計 29
第一節 系統架構 29
第二節 系統內容設計 31
第五章 研究結果 47
第六章 結論與建議 53
第一節 結論 53
第二節 建議 54
參考文獻 56
附錄一：生活化學知識認知測試卷（前測卷） 60
附錄二：生活化學知識認知測試卷（後測卷） 62
附錄三：學習動機量表問卷 64

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