隨著十二年國民基本教育課程綱要強調素養導向學習，學生除需具備科學概念理解能力外，亦須發展自主學習與正向學習態度。然而，現行自然科教學中，學生常因內容抽象、學習動機不足及缺乏有效學習策略，而影響其學習表現與學習經驗。基於此，本研究結合遊戲化學習平台與自我調節學習理論，期望透過結構化策略引導，提升學生在認知與情意層面的學習表現。據此，本研究旨在探討自我調節學習策略融入遊戲化學習平台，對國中八年級學生於自然領域學習之學習成效、自我效能、心流經驗與學習感受之影響。 本研究採準實驗研究設計，以桃園市某國中八年級學生為研究對象，分為實驗組與對照組，兩組皆使用遊戲化學習平台進行教學，實驗組則融入自我調節學習策略之引導機制。研究工具包含學習成效測驗、自我效能量表、心流經驗量表與學習感受訪談，並透過量化統計分析與質性資料進行整合詮釋，以全面掌握教學介入之影響。 綜合研究結果顯示，遊戲化學習平台本身對學生學習具有正向影響，兩組學生在學習成效上皆有顯著進步；進一步比較發現，融入自我調節學習策略之實驗組，在整體學習表現上呈現較佳趨勢，顯示學習策略引導有助於增強學習歷程之效益。情意層面，實驗組學生之自我效能與心流經驗均顯著高於對照組，顯示其在學習過程中具備較高的信心、專注與投入程度。質性資料亦進一步指出，學生普遍對遊戲化學習持正向態度，認為此學習方式能降低壓力、提升參與意願，並促進學習歷程的流暢性與趣味性。 整體而言，本研究結果顯示，結合自我調節學習策略之遊戲化學習設計，不僅能提升學生學習表現，更能有效提升其學習歷程中的情意感受。本研究之貢獻在於：一、驗證自我調節學習結合遊戲化學習於國中自然科情境之應用；二、整合量化與質性資料呈現學生之學習歷程；三、提供自我調節學習策略融入遊戲化平台之具體設計與實施經驗；四、回應自然科學習中學習動機與情意面向之教育關注。研究結果可作為未來課程設計與教學應用之參考，並有助於深化科技融入教學之發展。;As the 12-year National Basic Education Curriculum Guidelines emphasize competency-based learning， students are expected not only to understand scientific concepts but also to develop autonomous learning skills and positive attitudes. However， in current science education， students often struggle with abstract content， low motivation， and a lack of effective strategies， which hinder their learning performance. To address these issues， this research combines gamified learning with SRL theory， aiming to enhance students’ cognitive and affective performance through structured strategic guidance. Consequently， this study aims to explore the effects of integrating SRL strategies into a gamified learning platform on the learning outcomes， self-efficacy， flow experience， and learning perceptions of eighth-grade students in the field of Natural Science. A quasi-experimental design was adopted， involving eighth-grade students from a junior high school in Taoyuan City， divided into an experimental group and a control group. While both groups utilized a gamified learning platform， the experimental group received additional guidance through SRL mechanisms. Research instruments included learning achievement tests， a self-efficacy scale， a flow experience scale， and interviews， with results interpreted through both quantitative and qualitative analysis. The findings indicate that gamified learning platforms inherently have a positive impact， as both groups showed significant improvement in learning outcomes. Furthermore， the experimental group showed a superior trend in overall performance， suggesting that SRL strategy guidance enhances the efficiency of the learning process. In the affective domain， the experimental group’s self-efficacy and flow experience were significantly higher than those of the control group， reflecting higher levels of confidence and engagement. Qualitative data further indicated that students generally held positive attitudes toward gamified learning， noting its ability to reduce stress and increase willingness to participate. Overall， the results demonstrate that combining SRL strategies with gamification effectively improves both academic performance and affective experiences. This study contributes by validating the application of SRL in science education， providing concrete design frameworks for gamified platforms， and addressing educational concerns regarding motivation， offering a valuable reference for future curriculum design and technology-integrated instruction.
