本篇以國小社會學習領域中等高線地圖之地圖識圖技能教學作為研究主題，運用遊戲式學習策略建置3D台灣五大地形的虛擬環境，引入自然領域「指北針」議題進行跨學科資訊融入教學研究，期望籍由實證研究探討3D技術應用於等高線地圖之地圖識圖教學成效，探討三維多媒體與二維多媒體在此範疇之差異及可行性，並了解學生對新學習方式的學習動機情形。 本研究運用Input-Process-Outcome Game Model作為遊戲式學習架構，利用「定向運動」進行設計以台灣五大地形為主題之地圖識圖3D教學遊戲。 為了研發可以有效輔助地圖識圖課程之3D遊戲，完成系統初步製作後首先觀察學生學習使用情形，修正觀察遊戲系統不足之處後，立意取樣國小高年級研究對象132位分實驗組與對照組進行課程，實驗組以完成修正之遊戲系統進行授課，對照組以一般單槍投影機簡報媒體授課的方式上課，課程結束後實施測驗了解遊戲一般簡報授課之差異，探討地圖識圖技能及學生接受程度。 研究結果，「3D遊戲」進行授課的實驗組學生學習成效優於「PPT簡報」上課之對照組，尤其在「操控能力」上表現更為突出。整體而言各項地圖識圖能力皆優於以一般簡報上課的對照組，唯獨在「主、客體相對方位辦識」之項目仍以簡報方式上課的對照組較好，遊戲式學習法在地圖識圖的應用方面有所成效，學生在學習上亦有良好的動機表現。 This research takes the teaching of contour map reading skills in the social studies of the elementary school as the topic, using game-based learning strategies to build 3D virtual environment of Taiwan’s top five terrains, and also uses the topic --“compass” in natural areas to make a research of taking information into teaching. To except to testify the effectiveness of applying 3D technology into the teaching of contour map reading, and to discuss the differences and feasibilities between the 3D and 2D multimedia in order to understand the students’ learning motivation of the new teaching style. This study uses Input-Process-Outcome Game Model as a game-based learning framework, and also uses "directional movement" to design the 3D teaching games of map reading which topic is based on Taiwan’s top five terrains. In order to develop the 3D games that can effectively assist the map reading curriculum, this research first observed students’ learning situations after completing the game system. After revising the weaknesses of the game system, this research uses 148 the fifth and sixth grade students according to the purposive sampling study, dividing them into the “experimental group” and the “control group” in the curriculum. The experimental group uses the modified game system to carry out the class, and the control group uses the general teaching materials such as the projectors in the class. After the class, this research takes a test to understand the differences between them and discusses the skills of reading maps and students’ receive extent. The research finds that the learning effectiveness in experimental group is better than the control group, especially much obvious in the area of “controlling ability”. In generally, the map reading abilities in the experimental group are better than the control group which used the PPT presentation , excepting the item of “the direction recognition”. Game-based learning indeed has effectiveness applying in the area of map reading, and the students also has better motivation in learning.
