第五章 結論與建議
第二節 建議
本研究根據實驗教學與研究結果所發現之問題，提出相關建議以供自然科 學習及未來研究之參考。
一、 對自然科學習之建議
本研究對自然科學習之建議，包括：(1)以數位遊戲學習融入體驗式學習環 輔助自然科領域的教學；(2)運用數位遊戲學習環境與編碼策略提升學習動機；
及(3)增進學習者自然科概念的先備知識。分述如下：
(一) 以數位遊戲學習融入體驗式學習環輔助自然科領域的教學
本研究應證以數位遊戲融入 Kolb 體驗式學習環進行自然科領域學習之可行 性，並得知藉由具體經驗、反思觀察、抽象概念和主動驗證四階段所設計的數位 遊戲學習歷程，能幫助學習者在解決學習任務的過程中建構知識(Wang, & Chen, 2010)，進而提升自然科領域學習概念理解。因此，若能以體驗式遊戲學習活動輔 助自然科領域學習之課堂教學，不僅能使學習過程更富互動性與趣味性，更能提 升學習者的學習成效。
(二) 運用數位遊戲學習環境與編碼策略提升學習動機
本研究結果顯示，數位遊戲學習環境與編碼策略對於自然科自我效能、自然 科學習價值、表現目標和成就目標皆有顯著的正向影響力。因此，若能有效運用 數位學習環境或採用編碼策略融入遊戲學習活動進行遊戲式學習，則有助於提高 學習者的學習動機，進而改善學習表現。
(三) 增進學習者自然科概念的先備知識
本研究結果顯示，學習者的先備知識為預測學習成效及影響學習動機的重要 因素。因此，在進行體驗式數位遊戲學習活動前，若能先增進學習者的自然科相
關概念先備知識，例如：重量概念、翹翹板平衡經驗…等等，將有助於學習者在 學習任務中連結新舊知識，進而提升學習者的學習成效與學習動機。
二、 對未來研究方向之建議
本研究針對未來研究方向之建議，包括：(1)研究對象之延伸；(2)學科領域之 擴展；(3)擴增實境之限制；及(4)編碼策略之設計。分述如下：
(一) 研究對象之延伸
基於研究上的限制，本研究僅選取新北市某國小六年級學習者為研究樣本進 行教學實驗。建議未來可以將研究對象擴展至其他縣市鄉鎮、延伸至不同階段的 學習者，如國中、高中等，亦能考慮增加研究樣本人數，用以提高研究的精準性 與可推論性，進而瞭解其他不同學習階段的學習者對遊戲式數位學習應用於自然 與生活科技領域課程上之學習成效與學習態度。
(二) 學科領域之擴展
本研究所建置之體驗式遊戲學習活動是以自然科領域的槓桿原理概念課程 為教學內容，建議未來可以推展到其他學科領域教學，並做進一步檢視及探討，
以驗證體驗式遊戲學習活動是否適用於其他學科，進而提升研究的沿用性。
(三) 擴增實境之限制
有鑑於擴增實境須在一定的電腦設備規格支援下才能發揮最大效益，因此，
本研究建議在教學活動之設計過程中，將實體教具與電腦設備之互動流暢性列入 考量，以避免在進行數位遊戲學習時因為擴增實境須將鏡頭對準特定圖案才能進 行互動而造成延遲或中斷，甚至影響學習者知識建構與學習經驗，進而對擴增實 境的遊戲學習產生負面觀感。
(四) 編碼策略之設計
由於科學概念的呈現方式不只一種，學習過程中學習者亦無法單靠一種編碼 策略就能有效形成正確的基模與建構有意義的知識。因此，本研究建議在編碼策 略之設計方面，將實驗教學流程以類比編碼與符號編碼呈現順序先後之差異分別 進行學習活動，以了解學習者是由具體到抽象還是由抽象到具體的歷程建構知識 架構。
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