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，提出相關建議以供國中化學 教育及未來研究之參考。
壹、化學反應課程教學之建議
本研究針對以擴增實境實驗遊戲環境進行化學反應課程教學之建議包含：(1) 應用引導式探索策略輔助化學反應課程相關概念之教學；(2)增加教學時間，增進 學習者化學反應課程相關概念之建構；(3)結合現場學習環境。各建議分述如下：
一、應用 5E 引導式探索策略輔助化學反應課程相關概念之教學
本研究應證了以 5E 引導式探索策略在擴增實境實驗遊戲的學習環境下學習 化學反應課程之可行性，教師可以依 5E 學習環之模式訂定化學反應課程相關概 念學習活動。由於化學反應課程概念較為抽象，每個學習者對於內容瞭解程度各 不相同，所以若以引導的方式讓學習者進行探索，學習者可以根據自己感到疑惑 的部分加以去求證，最後得出結果進而建構出屬於自己的知識，將有助於學習者 在化學反應課程相關概念的學習成效表現。
二、增加教學時間，增進學習者化學反應課程相關概念之建構
本研究之實驗教學時間為四堂課，一堂課 45 分鐘，扣除測驗與問卷的填寫，
實際的實驗教學活動不足 180 分鐘。研究結果顯示在短暫的學習活動中，擴增實 境實驗遊戲能有效提升學習者的學習成效與學習動機。然而，為了讓學習者可以 達到更加精熟的狀態，建議未來在實驗教學的時間上能夠延長，讓學習者可以有 更充裕的時間在擴增實境學習環境進行探索，讓學習者更多時間進入深層思考以 幫助他們建構知識。
三、結合現場學習環境
本研究透過一張包含數個區域的地圖來呈現擴增實境學習環境，雖然場景內 容是依各地圖區塊的內容加以建置，但若能將地圖分成數張張貼於教室周圍，再 依該遊戲場景進行現實環境的簡易佈置，例如：在遊戲的礦坑場景會取得鐵粉之 任務道具，於現實環境中可擺放鐵粉。讓學習者可以多了觸覺感官的使用，這能 夠幫助學習者對學習環境的感受不只是侷限於平板設備畫面上的呈現，更能使學 習者融入於遊戲場景中，以達到身入其境的感受，藉此提高學習者的學習成效以 及動機。
貳、未來研究方向之建議
本研究針對未來研究方向之建議，包含：(1)研究對象之延伸；(2)其他科學內 容之應用；(3)其他教學資源之應用。各建議分述如下：
一、研究對象之延伸
本研究因為人力、物力及時間上的限制，本研究僅以新北市某高中之附屬國 中部八年級學習者作為研究樣本進行實驗教學。建議未來可以增加樣本數，並將 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 年齡層學習者的學習情形，讓教學設計者能針對不同階段之學習者設計適切的探 索式學習活動。
二、其他科學內容之應用
本研究結果證明，探索式的擴增實境實驗遊戲可以促進學習者在化學方面的 學習者，而且能夠提升學習者的學習動機，然而，在科學領域中還包含了自然、
物理部分，其中有些內容也是有相關實驗可以進行操作。所以建議未來也可設計 與這些科學內容相關的探索式擴增實境實驗遊戲，以培養學習者具有良好的科學
素養。
三、其他教學資源之應用
本研究因為時間與空間上的考量，本研究以平板設備進行擴增實境實驗遊戲。
未來建議在擴增實境實驗的部分可以結合投影工具，以投影的方式呈現擴增實境，
並將部分的實驗器材以真實器材進行擴增實境實驗，讓學習者更能有實際操作的 感覺。
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附 錄
附錄一 化學反應實驗學習單
【學習目標】
觀察氯化鈣溶液和碳酸鈉溶液作用前後的質量關係。
【想想看】
1.當氯化鈣溶液和碳酸鈉溶液混合產生碳酸鈣和氯化鈉，此反應前的質量
1.當氯化鈣溶液和碳酸鈉溶液混合產生碳酸鈣和氯化鈉，此反應前的質量