隨著素養導向教育與科技融入教學的發展，傳統講述式教學正逐漸轉向更具情境化、沉浸感與互動性的模式。特別是在元宇宙數位策展中，沉浸式虛擬環境不僅能突破時空限制，更提供高度情境化之臨場感，有助於學習者在高沉浸情境中進行探究式學習。然而，目前多數沉浸式學習環境之教材呈現仍以靜態圖像、文字，以及影片等單向媒介為主，缺乏學習引導與即時互動設計，使得學習者容易因學習經驗不足認知負荷影響，而導致學習上的挫折感和障礙。
而「遊戲化互動式簡報」能透過挑戰機制、即時回饋與視覺化設計，協助學習者釐清複雜的人物關係與文本脈絡，提升學習動機與對於情境之理解。若能再將互動式簡報融入於元宇宙策展空間，透過視覺化線索與任務導向之設計，將有助於降低文言文學習的抽象感與心理門檻。
因此，本研究旨在探討相較於傳統教師講授式簡報教學，採用「遊戲化互動式簡報融入元宇宙數位策展學習模式」輔以高中學生進行文言文〈鴻門宴〉自主學習，是否有助於提升整體學生以及不同語文先備能力學生的學習成效、學習投入度與學習動機，並降低外在認知負荷與提升增生認知負荷。本研究採用準實驗研究法，以高雄市某高中兩個班級共計63位學生為研究對象，以班級為單位將這兩個班級隨機分派為使用「遊戲化互動式簡報融入元宇宙數位策展學習模式」輔以進行文言文〈鴻門宴〉自主學習之實驗組（32人），以及採用傳統教師講授式簡報教學的控制組（31人）。
研究結果顯示，在學習成效方面，兩組未達統計上的顯著差異，但訪談結果顯示實驗組透過空間重現更能強化其對於文本情境與座次脈絡的理解。在學習投入度方面，實驗組在整體投入、行為投入、主動投入、認知投入，以及情感投入上皆顯著優於控制組，顯示該模式能有效促進主動探索行為，對於高語文能力學習者的效益尤為顯著。在學習動機方面，實驗組在「興趣與樂趣」上顯著高於控制組，並能有效降低學習過程中的「緊張與壓力」。在認知負荷方面，實驗組的「增生認知負荷」顯著高於控制組，顯示該模式有助於學習者投入更多認知資源於知識建構，對於低語文能力學習者的輔助效益尤為明顯。訪談結果進一步指出，空間化場景與遊戲化任務能將抽象文字具象化，降低理解門檻，並激發自主延伸探究的動機。
綜合而言，本研究證實「遊戲化互動式簡報融入元宇宙數位策展」能有效提升學習者的興趣、投入度與增生認知負荷，為未來沉浸式語文教學與數位教材設計提供實證基礎。建議未來教學可採取混合式教學模式，例如先採用傳統教師講授式簡報教學後，再採用「遊戲化互動式簡報融入元宇宙數位策展學習模式」輔以高中學生進行文言文學習，並優化操作介面的導引提示，以降低外在認知負荷，進一步發揮元宇宙促進文言文教學的潛力。

The advancement of literacy-oriented education and educational technology have shifted traditional lecture-based teaching toward more contextualized, immersive, and interactive models. Within metaverse digital curation, immersive virtual environments break through spatial and temporal constraints while providing a high sense of presence, facilitating inquiry-based learning in high-immersion contexts. Despite these benefits, the common immersive learning environments still rely on one-way media—such as static images, text, and videos—and lack learning guidance and real-time interactive designs. Consequently, students lacking prior experience would face frustration and learning barriers due to cognitive load.
In contrast, "gamified interactive presentations" leverages challenge mechanisms, immediate feedback, and visual designs to help learners clarify complex character relationships and textual contexts, thereby enhancing learning motivation and situational understanding. Integrating interactive presentations into metaverse curation spaces through visual cues and task-oriented designs can effectively reduce the abstraction and psychological threshold associated with learning classical Chinese.
Therefore, this study investigates whether a "Gamified Interactive Presentation Integrated into Metaverse Digital Curation Learning Model", compared to traditional teacher-led lecture-based slide instruction, can enhance learning performance, engagement, and motivation, while reducing extraneous cognitive load and increasing germane cognitive load for high school students during self-directed learning of the classical Chinese text "Hongmen Banquet". The study also examines their effectiveness across overall students and those with different levels of prior language proficiencies.
Adopting a quasi-experimental research design, the study involved 63 students from two classes at a high school in Kaohsiung. The students were randomly assigned to either the experimental group (n=32) that used the integrated model for self-directed learning, or the control group (n=31) that received traditional teacher-led lecture-based slide instruction.
The results showed that while there is no significant difference in the learning performance between the two groups, the interview data showed that the experimental group gained a stronger understanding of the text's situational context through spatial reconstruction. In terms of learning engagement, the experimental group significantly outperformed the control group across overall, behavioral, agentic, cognitive, and emotional engagement, demonstrating that the model effectively promotes active exploration, with particularly pronounced benefits for high-ability learners. Regarding learning motivation, the experimental group scored significantly higher in "Interest and Enjoyment", and displayed a significant reduction in "Tension and Pressure" during the learning process. For cognitive load, the experimental group’s "germane cognitive load" was significantly higher than that of the control group, indicating that the model helps learners invest more cognitive resources into knowledge construction, which was especially beneficial for low-ability learners. Interviews further highlighted that spatialized scenes and gamified tasks successfully concretized abstract text and lowered the threshold for understanding, thereby motivating the students’ autonomy in further inquiry.
In conclusion, this study confirms that "gamified interactive presentations integrated into metaverse digital curation" can effectively enhance learner interest, engagement, and germane cognitive load, providing an empirical foundation for future immersive language teaching and digital material design. It is recommended that the future instruction should adopt a blended teaching model—for instance, utilizing traditional teacher-led lectures first, followed by the integrated metaverse learning model—while optimizing guidance cues within the interface to reduce extraneous cognitive load, thereby fully realizing the potential of the metaverse in facilitating classical Chinese teaching.

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