| Summary: | 碩士 === 國立臺灣師範大學 === 資訊教育學系 === 99 === The purpose of the present study was to examine the effects of instructional approach and type of prior knowledge on eighth graders’ learning chemical formula concepts and motivation towards science by implementing the perspective of 5E learning cycle and 3D immersive role-playing game. The quasi-experimental design was employed in the study and the participants in this study were 105 eighth graders. The independent variables contained two types of instructional approaches, including demonstration and non-demonstration, and two types of prior knowledge, including high prior knowledge and low prior knowledge. The dependent variables were chemical formula achievement and motivation towards science. The results revealed that: (a) the 5E learning cycle with demonstration was helpful to eighth graders in promoting chemical formula learning achievement; (b) regardless of the instructional strategies, students with high prior knowledge had better performance and positive motivation towards chemical formula learning; (c) regardless of either type of prior knowledge, students held positive motivation towards using 3D immersive role-playing game jointed 5E learning cycle for learning science. Those who had low prior knowledge were especially willing to indulge in the game-based learning course.
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