所謂的「學習動機」是指能引起學生進行學習活動，並維持該活動，且使該活動朝向學習目標的內在歷程。從相關的行動學習研究指出，對於提高「學習動機」具有顯著性的影響，且也與學習成效呈現正相關，因此如何提升學習動機，是教育學者重視的環結之一。
　　本論文利用Android平台的智慧型手機內建3G行動上網、全球衛星定位系統 (Global Positioning System-GPS)及加速感應器(G-Sensor)等功能，建置包含六個手勢模擬(搖葉、跳河、拔樹、鑽取、種植、傾斜)等動作的遊戲單元，並隱藏導正植物迷思的知識，開發更具互動性的遊戲式行動學習系統。並探討與非遊戲式的行動學習系統間對學習動機的影響，本研究共抽樣六十個實驗樣本，分別以遊戲式的實驗組及非遊戲式對照組兩組，在台北植物園指定六個植物區域進行，藉由GPS定位觸發該區的植物知識介紹，利用相機掃瞄行動條碼(QR Code)來進行植物的探索，而實驗組則需另外進行遊戲單元活動，最後再進行關卡測驗並分別填寫學習動機評量問卷，為了分析研究學習行為，系統將全程蒐集學習歷程軌跡。
　　本論文主要採量化的學習歷程分析為主，輔以學習動機評量問卷之質性研究，並採用SPSS 17統計軟體檢定兩組實驗數據是否顯著性差異，同時也利用資料探勘的技術比較兩組的學習行為。經實驗結果得知，兩組在總學習時間及平均步行速度都顯著性差異，有遊戲元素的融入，學習者有積極的學習態度表現，以致沈浸度比較高且更仔細用心去學習，就事後動機評量問卷其動機指標來看也高於對照組。在根據兩組 DBSCAN 的分群圖顯示，實驗組會比對照組更深度的學習行為。顯然，具手勢動作的遊戲式行動學習系統更能引發、提昇學習動機，此研究比較出影響學習動機的因素，可做為未來設計建置行動學習系統的參考及協助教師擬定提高學習動機之教學策略。

　　Learning motivation is the key for promoting students to learn, keeping the learning process on the way, and making students approach the learning goals. Previous researches about action learning indicate that learning motivation has great influence on learning performance. Thus, how to employ the adaptive methodologies for motivating students to learn becomes an important issue for teachers.
　　In this research, a Smart Phone with Android platform of 3G, GPS, and G-Sensors is used for developing gesture based games which are promoting students learning about the plants. These games applied six gestures simulators (shaking, jumping, pulling, digging, planting, and inclining) for correcting students’ myth of plants. This study also analyzed the influence of action learning with and without games on learning motivation. 60 students were arranged into two groups: experimental group (with games) and control group (without games). They were arranged to study the knowledge in six spots in Taipei Botanical Garden. Learning activities in Smart Phone was triggered by GPS when students approaching the target spots.
　　The result shows that there are significant differences in total learning time and speed between both groups. Experimental group, with stimulation of games, students have positive learning attitude and learned with care. The follow-up survey also shows that students in experimental group outperformed in learning motivation than students in control group. The cluster analysis shows that students in experimental group have better learning performance than students in control group. Therefore, the game-based learning system motivated students in experimental group better than those in control group.

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