本研究探討國小學生以互動式多媒體教材輔助學習，於學習過程中是否會產生沉浸經驗，使得學生因而得到更佳的學習效果。研究對象為嘉義縣某國小的四年級學生，採取實驗對照組的質性研究方法，並以個案訪談和文獻探討歸納分析學生的學習效果是否有顯著進步。研究結果發現如下：(一)使用互動式多媒體遊戲光碟的學生，成績有顯著進步。(二)使用互動式多媒體遊戲光碟的學生，成績進步有顯著者，有較明顯的沉浸經驗。(三) 使用互動式多媒體遊戲光碟，成績進步較不顯著者，有較明顯的學習模糊地帶。 The purpose of this study aims to investigate if the children can obtain flow experience or not when assisted by interactive multimedia materials and if flow experience accompanies better learing effects. The objects of this study are grade fourth students of a primary school in Chia-Yi County. The researcher selected quality way with experiment-contrast groups, interview case and induced references to analyze whether students got improved obviously or not. The research has three findings. First, the students assisted by interactive multimedia materials all got improved obviously. Second, if the students with interactive multimedia materials got improved obviously, they also had flow experience obviously. The last, if the students assisted by interactive multimedia materials improved unobviously, they would belong to the learning ambiguous zone.
