中文摘要
由於蓮葉自潔效應常見於國小奈米科技的教學單元中，但因奈米結構無法以肉眼或一般顯微鏡進行觀察，所以教師通常在進行奈米現象的觀察活動後，搭配影片或動畫解說奈米現象的原理。學生在被動接受知識並缺乏互動操作的情況下，不容易激起進一步主動探究的動機。再加上蓮花池非隨處可見，不易讓學生親自觀察其奈米現象；在微觀層面上，由於電子顯微鏡的造價昂貴，且容易因不當操作而損壞，因此在使用上需要注意太多細節。

本研究設計學習蓮葉效應的互動教材，透過水滴走迷宮與水滴黏灰塵兩個體感遊戲，分別呈現蓮葉在巨觀與微觀下的環境，讓學生透過手機或平板電腦中的三軸加速度感測器功能，在遊戲中藉由搖晃水滴來控制其滾動方向。學生可以從遊戲中觀察到蓮葉的自潔現象，以及水珠、灰塵和蓮葉表面奈米結構三者的大小比例關係。

由教學實驗的結果可以得知，使用體感遊戲來學習奈米概念的成效顯著優於使用影片教學的方式。透過系統問卷調查顯示，多數學生對於體感遊戲學奈米之評價持正面態度，並認為在使用本系統後，能提升他們的學習興趣及探究奈米知識之動機。

關鍵詞：奈米科技、蓮葉效應、虛擬實境、情境式學習、數位遊戲式學習、體感
遊戲。
 

Abstract
The lotus effect is common in the nanotechnology teaching units, however, its nano-microstructure cannot be observed by eyes or common microscopes. Teachers usually explain the principles of the nano phenomenon using video or animation. Students may lack interaction and operation by passive acceptance of knowledge, and it is not easy to arouse further initiative of exploration. A lotus pool is not easy to find for students to observe the phenomenon of nano by themselves. The cost of an electron microscope is too expensive and it is easy to damage by improper operation, so people need to pay more attention when using it.

In this study, interactive materials were designed for students to learn lotus effect through two Interactive physical games to show the lotus in the macro and micro environment. Students can shake the water drop to control its scrolling direction in the game by the function of 3-axis acceleration sensors in the mobile phone or tablet PC, and they can observe from the game to understand the lotus leaf's self-cleaning phenomenon, as well as the size ratios among water droplets, dust, and the nanostructures on the surface of a lotus leaf.

The results of teaching experiments showed that using interactive physical games to learn the effectiveness of nano concepts was significantly superior to the use of video. Through the system questionnaire survey, most students had a positive attitude towards using interactive physical games to learn Nano concepts. Therefore, the system can enhance their interest in learning and to explore nano knowledge.

Keyword: nanotechnology, lotus effect, virtual reality, situated learning, digital game-based learning, interactive physical games

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