| Summary: | 碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 103 === This study aimed to explore the instructional effects on students’ visual attention, flow states and learning achievements in game-based science learning through an eye-tracking experiment. Forty four university students participated in a digital game task which applied electromagnet concepts to solve problems. The study used a 2*2 factorial design (with/without video instruction plus the help of higher/lower text-cuing ) to examine instructional effects on learning. Participants’ eye movements were tracked and analyzed with FaceLab and Gaze Tracker software. Two way ANOVAs, ANCOVAs, independent t-tests, correlation analyses and regression analyses were used for data analyses. The results revealed that instructional treatments had significantly impact with learners’ visual attention in terms of pupil dilation degree. In addition, in higher text-cuing group, it was found that learners’ visual attention allocations within the “Time zones” can significantly predict learners’ achievements of game scores and posttest scores. The video-based conceptual instruction could help learners immerse deeply into the game. And higher text-cuing had a significantly impact on learners’ gaming achievement. Future studies can further explore different types of instructional effects on game-based learning to provide more suggestions for game designers and educators.
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