This study explored the effects of a Concept Mapping-based Two-tier Test Gaming (CM-TTG) approach on learning achievement. Specifically, the two-tier test was employed as a learning diagnosis tool, and concept maps were utilized as the learning strategies to improve the students' learning achievement. To investigate the effectiveness of the proposed approach, a quasi-experimental design was applied to compare the learning achievement, learning motivation, flow experience, and cognitive loads of ninth-grade students using the CM-TTG approach and those using the conventional two-tier test-based gaming approach; moreover, the behavioral patterns of the experimental group and the control group using the different approaches as well as low- and high-achievers in the CM-TTG were analyzed as well. The results of the study showed that the concept-mapping strategy used with the two-tier test digital game-based learning could significantly improve the students' learning achievement. There were no significant differences in the learning motivation, flow experience, or cognitive loads of the two groups. Besides, the average scores of the two groups' learning motivation and flow experience were above 3.0, and those of their cognitive load ratings were below 3.0. It is inferred that the CM-TTG approach did not have a significant impact on the students' cognitive load, learning motivation, or flow experience. However, an examination of the participants' learning behavior patterns in the experimental group revealed that there were distinct differences between high-achieving and low-achieving students, as the former would actively build connections between concept maps and learning tasks to help them achieve the learning goals, while the low-achieving students would feel lost in the game without enforced instructions. Finally, through interviews, we analyzed and synthesized key factors impacting the students’ learning achievements with the CM-TTG approach to serve as a reference for future research.

本研究探讨了基于概念映射的两层测试游戏 (CM-TTG) 方法对学习成绩的影响。具体而言，采用二级测试作为学习诊断工具，并利用概念图作为学习策略来提高学生的学习成绩。为了研究所提出方法的有效性，应用准实验设计来比较使用 CM-TTG 方法和使用传统两层法的九年级学生的学习成绩、学习动机、心流体验和认知负荷。基于测试的游戏方法；此外，还分析了使用不同方法的实验组和对照组的行为模式以及 CM-TTG 中低成就者和高成就者的行为模式。研究结果表明，概念映射策略与基于二层测试的数字游戏学习一起使用可以显着提高学生的学习成绩。两组的学习动机、心流体验或认知负荷没有显着差异。此外，两组学习动机和心流体验的平均分均在3.0以上，认知负荷评分均低于3.0。可以推断，CM-TTG 方法对学生的认知负荷、学习动机或心流体验没有显着影响。然而，对实验组参与者的学习行为模式的检查显示，成绩优异的学生和成绩差的学生之间存在明显差异，因为前者会积极建立概念图和学习任务之间的联系，帮助他们实现学习目标，而成绩差的学生会在没有强制指令的情况下迷失在游戏中。最后，通过访谈，我们用CM-TTG方法分析和综合了影响学生学习成绩的关键因素，以作为未来研究的参考。