隨著資訊化的蓬勃發展，現在科技亦被大量應用於教育與學習，其中將行動計算科技融入教學已逐漸成為主流趨勢，並有助於教育品質的提升。本論文採用Android平台之智慧型手機(Smart Phone)，搭配內建之3G無線網路、全球衛星定位系統 (Global Position System, GPS)及加速感應器(G-Sensor)等硬體技術，建置出體感式線上遊戲學習系統，並且設計出六個附含教學意義之體感遊戲(Sensing Game)，透過Google Map結合GPS定位，適時適地的提供學習者適當的知識；透過直覺且簡單的手勢動作取代傳統按鍵操控的互動模式。並探討體感式線上遊戲學習系統對學習成就及生態旅遊的影響。
本研究共抽樣三十個實驗樣本，並利用前測成績對此三十名實驗者進行異質分組，分成六人一小組，在新竹市十七公里海岸地區進行生態旅遊。系統中設定了六個學習景點，藉由GPS定位觸發該區的生態學習活動以及單元遊戲，並在遊戲過程中進行小組合作，實驗完成後，再進行後測評量以及生態旅遊問卷，完成資料的蒐集。
本論文主要採用SPSS 18統計軟體檢定前、後測數據是否顯著性差異，同時也利用生態問卷分析本系統對生態旅遊之影響。經實驗結果得知，一般學習者對於海岸生態相關知識，仍然存在著相當程度的不解與迷思，然而經由本系統進行教學實驗過後，分數有著一定程度的進步，這表示本論文所建構之體感式線上遊戲學習系統，對於學習者在海岸生態知識上的了解是有幫助的。從生態旅遊問卷分析可得知，學習者利用本系統進行生態旅遊，沉浸在自然環境之中，能夠引發學習者對自然生態進行觀察與探索。

With the rapid development of information technologies, which are widely used in science and education, the mobile-based learning become the mainstream and the trend of teaching and learning strategies for improving the quality of education. This thesis employing smart phones of Android platform, built-in 3G wireless networks , global satellite positioning system and G-Sensor technology for constructing the motion sensing online game-based learning environment. 6 sensing games with the impact meaning of environmental-protection are proposed for students’ context-aware exploring and learning.
30 students joined this experiment, each student was arranged into 5 heterogeneous groups and exploring the “Hsinchu coast of seventeen kilometers” with mobile devices. Each motion-sensing game was triggered by student’s positioning. Each game require students to cooperate with groups members for learning the major knowledge and relation between these environmental protection issues.
The results indicate that performance and motivation of learning are both improved. Furthermore, learners were immersed in the motion-sensing games and learn the knowledge, impact relations between each environmental protection issue.

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