本研究主要目的是探討不同形類型的嵌入式問題對國小四年級學生在虛擬動物園學習表現上的影響。主要待答問題有(一)接受嵌入式問題的學生與沒有接受嵌入式問題的學生在虛擬動物園學習成效的表現上是否有顯著性差異？(二) 接受推論性嵌入式問題的學生與接受事實性嵌入式問題的學生在虛擬動物園學習成效的表現上是否有顯著性差異？(三) 接受有回饋事實性嵌入式問題的學生與接受無回饋事實性嵌入式問題的學生在虛擬動物園學習成效的表現上是否有顯著性差異？(四) 接受有回饋推論性嵌入式問題的學生與接受無回饋推論性嵌入式問題的學生在虛擬動物園學習成效的表現上是否有顯著性差異？(五) 接受有回饋嵌入式問題與接受無回饋嵌入式問題的學生在虛擬動物園學習成效的表現上是否有顯著性差異？(六) 有無接受回饋的學生於不同的嵌入式問題，在虛擬動物園學習成效表現上是否有顯著主要效應與交互作用？

本研究以準實驗研究法，對新竹縣愛愛國小四年級五個班級的學生為研究對象，將五個班級隨機分派到任一實驗處理，控制組進行無嵌入式問題的虛擬動物園線上學習；實驗組一進行事實性嵌入式問題的虛擬動物園線上學習；實驗組二進行推論性嵌入式問題的虛擬動物園線上學習；實驗組三進行有回饋事實性嵌入問題的虛擬動物園線上學習；實驗組四進行有回饋推論性嵌入式問題的虛擬動物園線上學習。實驗進行前，所有受試者接受「虛擬動物園學習成就測驗」前測，經過三週的實驗處理後，所有學生都施測「虛擬動物園學習成就測驗」後測。實驗研究蒐集的資料以「敘述統計」、「獨立樣本單因子共變數分析」進行統計分析，以考驗各項研究假設。歸納第四章的研究結果，將本研究的發現列述如下：

一、接受嵌入式問題的學生與沒有接受嵌入式問題的學生在虛擬動物園的學習成效表現上無顯著差異。
二、接受推論性嵌入式問題的學生與接受事實性嵌入式問題的學生在虛擬動物園學習成效的表現上有顯著的差異。
三、接受有回饋事實性嵌入式問題的學生與接受無回饋事實性嵌入式問題的學生在虛擬動物園學習成效的表現上無顯著的差異。
四、接受有回饋推論性嵌入式問題的學生與接受無回饋推論性嵌入式問題的學生在虛擬動物園學習成效的表現上有顯著差異。
五、接受有回饋嵌入式問題與接受無回饋嵌入式問題的學生在虛擬動物園學習成效的表現上無顯著差異。
六、有無接受回饋的學生於不同的嵌入式問題在虛擬動物園學習成效表現上有交互作用，接受推論性嵌入式問題的學生於有回饋的的方式在虛擬動物園學習成效上低於接受無回饋的學生。

The purpose of this study is to investigate the effects of various embedded questions to fourth grade students in virtual zoo. The following goals were addressed: (1) To explore the differences on virtual zoo achievement between none embedded questions group and embedded questions group.(2) To explore the differences on virtual zoo achievement between factual embedded questions group and inferential embedded questions group.(3) To explore the differences on virtual zoo achievement between factual embedded questions group and factual embedded questions plus feedback group.(4) To explore the differences on virtual zoo achievement between inferential embedded questions group and inferential embedded questions plus feedback group.(5) To explore the differences on virtual zoo achievement between feedback group and none feedback group.(6) To explore the main effects and interaction on virtual zoo achievement between various embedded questions and feedback.
This study use quasi-experimental design. Five classes were selected as subjects and were randomly assigned to one of five instructional treatments. Control group received virtual zoo learning without embedded questions. Experimental group one received virtual zoo learning with factual embedded questions. Experimental group two received virtual zoo learning with inferential embedded questions. Experimental group three received virtual zoo learning with factual embedded questions plus feedback. Experimental group four received virtual zoo learning with inferential embedded questions plus feedback. This study use “Descriptive statistics”、“One-way MNOVA”、“Two-way MNOVA” and “T-test” to analyze the collected data. The main findings were as follows:
1、There was no significant differences on virtual zoo achievement between none embedded questions group and embedded questions group.
2、There was significant differences on virtual zoo achievement between factual embedded questions group and inferential embedded questions group.
3、There was no significant differences on virtual zoo achievement between factual embedded questions group and factual embedded questions plus feedback group.
4、There was no significant differences on virtual zoo achievement between inferential embedded questions group and inferential embedded questions plus feedback group.
5、There was no significant differences on virtual zoo achievement between feedback group and none feedback group.
6、There was interaction on virtual zoo achievement between various embedded questions and feedback.

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