| Summary: | 碩士 === 國立臺灣科技大學 === 應用科技研究所 === 105 === Experiment is an important part in chemistry learning, but it may also bring possible danger during the experiment. Therefore, if game mechanism and chemistry learning can be integrated for learners to operate experiments in a simulation game, possible risks in the experiment may be reduced. The study developed two chemistry educational games, “Saving Etheus©” and “Circle of Life©,” integrating story contexts and simulated operation. The games applied scaffolding and anchored instruction to guide the players to explore chemistry knowledge in the game based on the questions and clues embedded in the context. The students completed the missions in a simulated operation context to learn experiment operation, device selection, and phenomenon interpretation in the lesson of acid–base titration and redox titration. This empirical study recruited 64 and 62 senior high school students in northern Taiwan, aiming to explore their learning effectiveness, flow, and technology acceptance in the game.
The results suggested that the learners showed improvement in general learning effectiveness, including the performance of phenomenon interpretation, device selection, and experiment operation. They also showed high degree of flow and technology acceptance. Moreover, in “Saving Etheus,” males showed higher scores than females on sense of control, the sub-dimension of flow antecedent, and loss of self-consciousness, the sub-dimension of flow experience. Males also showed higher scores than females on technology acceptance, perceived usefulness, and perceived ease of use. High achievers showed higher scores than low achievers on technology acceptance, flow, flow antecedent, and its sub-dimensions, including balance between challenge and skill, a clear goal, and action-awareness merging. In “Circle of Life,” males showed higher scores than females on perceived ease of use in technology acceptance. High achievers showed higher scores than low achievers on flow, flow antecedent and its sub-dimensions of balance between challenge and skill and action-awareness merging, transformation of time, the sub-dimension of flow experience, technology acceptance, and perceived usefulness.
Last, the study also preliminarily analyzed the correlation and path model among learning effectiveness, flow, and dimensions of technology acceptance with suggestions for research and teaching.
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