第五章 結論與建議
第二節 建議
本研究根據實驗教學過程與研究結果所發現問題提出相關建議，以供未來 研究之參考：
壹、對質因數相關概念教學之建議
本研究針對以數位學習環境進行質因數相關概念教學之建議，包括(1)增加 學習時間，增進學習者學習質因數相關概念的先備知識；(2)以數位遊戲融入體 驗式學習循環模式輔助質因數相關概念教學，分述如下：
一、 增加學習時間，增進學習者學習質因數相關概念的先備知識
本實驗實際教學時間僅進行三節課，在第一週的遊戲操作教學上，佔去實 驗流程的許多時間，因為對從未接觸過的學習者來說，熟悉遊戲操作是相當重 要的，假若學習者對遊戲操作陷入焦慮、甚至不耐煩，則容易對學習歷程有負 面影響，進而影響學習動機與學習成效，所以建議以數位遊戲方式進行學習時，
若能增長學習時間，讓學習者有充足的思考時間，將有助於學習整體上的效益。
另外，研究結果亦顯示，先備知識對於質因數相關概念的學習成效重要性，建 議若時間充足，不管是數位遊戲式學習或是網頁式數位學習，在進行學習活動 前，若安排相關數學先備知識的課程或活動，充分的活化學習者的先備知識，
將有助於學習者的學習成效表現。
二、 以數位學習環境融入體驗式學習循環模式輔助質因數相關概念教學 本研究應證了以數位學習環境融入體驗式學習循環來進行質因數相關概念 學習之可行性，教師可依照體驗式學習循環之四個階段歷程設計質因數相關概 念學習活動。而由於質因數相關知識概念需要學習者在學習過程中有效的統整，
以教育遊戲的學習環境來說，建議可以在遊戲中多設計一些任務，讓學習者藉
由解決任務來體驗，進而統整學習概念；而以互動網頁的學習環境來說，建議 可以在教材內容的情境設計上改進，避免學習者以猜測的方式學習，而沒有真 的獲取知識概念。
貳、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)研究對象的延伸；(2)其他學科 的應用；(3) 其他數位學習環境的應用；(4)學習者的個別差異，分述如下：
一、 研究對象的延伸
因研究人力、物力及時間限制，本研究以新北市某國小五年級學習者作為 研究樣本進行實驗教學。建議未來可以將研究對象延伸至較高階段的年齡層，
例如高中、大學等，將有助於了解其他不同年齡學習者的學習情形，讓教學設 計者能針對不同階段之學習者設計適切的體驗式學習活動。
二、 其他學科的應用
本研究結果證明，教育遊戲的確促進了學習者在質因數方面的學習，特別 是學習者的動機部分，然而，並不是各個學科都適用以遊戲的方式來學習。現 在的數學與科學教育都注重與真實生活連結的問題解決，也就是實作的學習方 式，讓學生將數學概念應用於情境之中，藉由合作學習或是透過問題解決的方 式來進行學習，而科學教育最基本的精神也是如此。而教育遊戲具備的特點剛 好能促進學生在數學及科學相關學科上的學習，像是主動性、清楚的學習目標 與回饋、可做為鷹架輔助學生在問題解決過程的學習等。因此，建議教育遊戲 可以應用在其他以問題解決為基礎的學科上來促進學生的學習。
三、 其他數位學習環境的應用
本研究結果顯示，學習者利用教育遊戲在學習質因數相關概念，在學習成
效以及學習動機上皆有正面的表現。過去許多數位遊戲式的研究中亦顯示了教 育遊戲對於學習都具有正面的幫助(Klawe, 1998; Ke & Grabowski, 2007; Moreno, 2002)。但是為了學習者在質因數相關概念學習上能有更為多元的學習，建議在 未來的研究，可以加入擴增實境(Augmented Reality, AR)輔以其他商業遊戲軟體，
讓教學者參考不同數位學習環境特性對於學習者學習成效以及學習動機之影響，
希望幫助教學者在選擇數位學習環境時有所參考和依據。
四、 考慮現場教學資源
由於商業遊戲都需要一定的電腦規格支援才能發揮遊戲本身的最大效益，
若教學環境的電腦設備太過老舊、或是容易當機，則會中斷學習者的知識建構 歷程以及遊戲經驗，進而造成對學習的負面影響。因此，建議在協調實驗班級 前，必須要考慮現場之電腦設備是否能夠支援遊戲進行，且需要花時間進行遊 戲的測試，以確保正式實驗時不會出現當機的情況，以發揮遊戲式學習的最大 效益。
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