本研究設計八年級自然科學凸透鏡成像觀察數位模擬實驗教學，探討數位模擬實驗教學與實體實驗教學之學習成效差異，提供教師在進行國中自然科學數位模擬實驗相關課程教學時的參考。研究問題如下：1. 數位模擬實驗教學與實體實驗教學對八年級學生學習表現之影響是否有差異？2. 接受數位模擬實驗教學學生的學習經驗為何？3. 教師實施數位模擬實驗教學程遇到的困境與因應之道為何？
本研究採用準實驗研究法，以研究者任教之國民中學八年級學生為研究對象，選取背景相近的兩個班級分成實驗組及對照組，實驗組進行兩節課的數位模擬實驗教學，對照組則維持實體實驗課程。研究工具包括研究者自編的「凸透鏡成像觀察實驗學習表現評量」與「數位模擬學習問卷」，實驗組與控制組學生皆進行學習表現評量前後測，實驗組學生並填寫學習問卷，研究者在教學歷程中觀察學生表現並書寫研究札記。
經量化與質性分析，獲致以下結論：1. 接受數位模擬實驗教學與實體實驗教學的學生，其學習表現具有相近的效果。2. 接受數位模擬實驗教學的學生，其學習經驗是正向的。3. 教師教學實踐主要遇到的困境包括數位模擬實驗軟體取得困難與數位化問題。
最後，本研究針對數位模擬實驗的研發與應用，相關軟體、硬體及網路的建置提出建議，並提供將來課程設計與研究方向的建議。

This study aims to investigate the differences in learning outcomes between digital simulation experiment teaching and physical experiment teaching in eighth-grade Natural Science. The research questions are as follows: 1. Are there any differences in the impact on learning performance between digital simulation experiment teaching and physical experiment teaching for eighth-grade students? 2. What are the learning experiences of students who receive digital simulation experiment teaching? 3. What are the challenges faced by the teacher in implementing digital simulation experiment teaching and how to address them?
This study adopted a quasi-experimental research method, with eighth-grade students from two classes with similar backgrounds taught by the researcher as the research subjects. The classes were divided into an experimental group and a control group, with the experimental group receiving two sessions of digital simulation experiment teaching, while the control group maintains physical experiment courses. Both groups took the pre-test and post-test of the "Assessment of Learning Performance in Convex Lens Imaging Observation Experiment" designed by the researcher. The experimental group took the "Digital Simulation Learning Experience" survey. The teacher as the researcher observed students’ performance and took the research journal during the teaching process.
Through quantitative and qualitative analysis, the following conclusions are drawn: 1. Students who receive digital simulation experiment teaching and those who receive physical experiment teaching achieve similar learning outcomes. 2. Students who receive digital simulation experiment teaching have positive learning experiences. 3. The challenges and coping strategies identified in teachers' implementation of digital simulation experiment teaching can be broadly categorized as difficulties in acquiring digital simulation experiment software during the development stage and challenges in developing and transitioning assessments online.
Finally, this study provides suggestions for the development and application of digital simulation experiments, including recommendations for relevant software, hardware, and network infrastructure, and offers directions for future curriculum development and research.

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