本研究目的在設計並開發一套融入探究式學習之數位遊戲式學習軟體，並藉此探討大學生利用該數位遊戲軟體學習專業英文課程之各方面影響。本實驗採準實驗研究法，研究對象為台南市某所科技大學之二年級學生共63名，以班級區分為實驗組與對照組。本研究整合數位遊戲式學習與探究式學習策略於學習軟體中，學習內容為該所大學專業英文課程中有關會議英文之部分。實驗組學生使用融入探究式學習之數位遊戲式學習軟體進行學習活動，對照組使用無其它學習策略之數位遊戲式學習軟體進行學習活動。實驗時間為三週，兩組學生在實驗中每周利用數位遊戲式學習軟體進行50分鐘的專業英文學習活動。資料收集與結果分析以量化資料為主，學生前測、後測之試題內容以教材內容為主，以MSLQ動機量表作為學習者學習動機檢測，以心流狀態量表檢測學生學習活動中心流狀態。有關資料分析結果如下：
一、 使用融入探究式學習之數位遊戲式學習軟體的學習成效明顯優於無導入其它學習策略之數位遊戲式學習軟體。
二、 兩種數位遊戲式學習軟體對於學習動機並無顯著差異。
三、 學習者使用融入探究式學習之數位遊戲式學習軟體進行學習時，其心流體驗明顯優於使用無導入其它學習策略之數位遊戲式學習軟體之學習者。
本研究結果支持在數位遊戲式學習中導入探究式學習策略於科技英文領域之學習，不僅提高學習者學習成就，而對於學習者之心流體驗更明顯優於無導入其它學習策略之數位遊戲學習活動。

The purpose of this study was to develop the digital game-based learning software which imported inquiry based-learning strategy and to discuss the effects of university students’ learning activities in English class. The study uses quasi-experimental design and the Experiment time are three weeks. There are sixty-three university second-graders students from a University of Science and Technology at Tainan. The game based-learning software was imported the inquiry based-learning strategy and the learning material about the meeting English unit in students’ English textbook. The students who assigned to the experiment group or control group were belong to their class. The experiment group students used the digital game based-learning software with inquiry based-learning strategy to learn the meeting English unit and the control group students used the traditional digital game based-learning software to learn the meeting English unit. Every students do the English learning activities fifty minutes every week in this study. The pre-test and post-test were to quantify the students’ learning achievement. The test’s questions were from the student’s English textbook. The learning motivation and flow states were measured by the Motivated Strategies for Learning Questionnaire and flow state scale. According to the analyses, the results were show as follows:
1. The learning achievement of students who use the digital game-based learning software with inquiry based-learning strategy was significantly better than the students who use the traditional digital game-based learning software.
2. There is no significant differences between the experiment group and control group.
3. The students who use the digital game-based learning software with inquiry based-learning strategy have significantly more flow experience than the students who use the traditional digital game-based learning software.

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