本研究旨在探討不同教學策略(反思性引導、專家示範)及學習風格（抽象概念、具體經驗）對國小學生地震防災學習之學習成效、學習動機及學習滿意度之影響。研究對象為國小六年級學生，有效樣本為113人，實驗教學活動為期三週，共計240分鐘。本研究採因子設計之準實驗研究法，自變項包含教學策略與學習風格，教學策略分為「反思性引導」及「專家示範」兩種類型，學習風格依據Kolb學習風格量表之資訊接收分數，分為「抽象概念」及「具體經驗」；依變項則包括地震防災學習之學習成效、地震防災學習之學習動機及地震防災學習之學習滿意度。

研究結果發現：(1)探究式數位遊戲顯著提升防震課程整體表現，其中，抽象概念學習風格者的防震課程整體概念及知識應用進步程度在反思性引導組顯著優於在專家示範組；(2)探究式數位遊戲促使防震課程學習動機整體表現呈現正向表現，其中，反思性引導組在非表現目標導向表現顯著優於專家示範組，專家示範組在主動學習策略表現顯著優於反思性引導組；(3)探究式數位遊戲促使防震課程學習滿意度整體表現呈現不錯評價。

　This study aims to investigate the effects of different instruction strategies and learning styles on sixth-graders’ learning performance, learning motivation and learning satisfaction toward earthquake disaster prevention learning. There are 113 sixth-graders participated in the experimental activity during the three-week experiment, with a total of 240 minutes. This study employed a quasi-experimental research design. The independent variables are “instruction strategy”, including reflective instruction and expert modeling, and “learning styles”, including concrete experience and abstract conceptualization. The dependent variables are “learning performance of earthquake disaster prevention learning”, “learning motivation toward earthquake disaster prevention learning” and “learning satisfaction toward earthquake disaster prevention learning”.

The results revealed that (a) inquiry-based digital gaming significantly facilitated learners’ performance progress of earthquake disaster prevention learning; the abstract conceptualization learners in the reflective instruction group had significantly better learning progress and concepts applying progress of earthquake disaster prevention learning than those who were in the expert modeling group, (b) inquiry-based digital gaming had positive impacts on learning motivation of earthquake disaster prevention learning; the learners of the reflective instruction group held significantly more positive impacts on performance goal than those who were in the expert modeling group, and the learners of the expert modeling group held significantly better positive impacts on active learning strategies than those who were in the reflective instruction group, and (c) inquiry-based digital gaming had positive impacts on learners’ satisfaction toward the earthquake disaster prevention learning.

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