| Summary: | 碩士 === 國立臺灣師範大學 === 資訊教育研究所 === 105 === The purpose of this study was to investigate the effects of problem situation and feedback strategies on senior high school students’ performance and motivation toward the learning of trigonometry through augmented reality digital game. A quasi-experimental design was employed and the independent variables were types of problem situation and feedback strategies. The participants were 132 eleventh graders and the effective sample size was 112. While the problem situation consisted of the measurement and the textuality situation, the feedback strategies included the integrated feedback and the stages feedback. The dependent variables were the students’ learning performance and motivation.
The results revealed that (a) for knowledge application performance, the measurement situation group outperformed the textuality group; (b) for knowledge application performance, the integrated feedback group outperformed the stages feedback group; and (c) as for learning motivation, participants showed positive motivation toward the employed feedback strategies and the measurement situation group revealed higher degree of motivation in comparison with the textuality situation group.
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