圓面積為國小數學幾何中具挑戰性的概念，本研究擬透過幾何搭配科技中介的情境式數位遊戲輔助，探討平板電腦融入國小圓面積創新情境式教學設計，了解學習成效、解題歷程思維、學習感受，期能有助於學生了解數學幾何學習。因而，本團隊研發「圓的奇幻旅程——拯救虎姑婆大作戰」，這是一款穿越時空救人的情境式數位遊戲。在自然編班情境下，以準實驗設計檢核學習成效；分別以實驗組14人進行情境式數位遊戲，對照組13人進行紙筆練習，並實施數學成就測驗之前後測及訪談。研究結果顯示，情境式數位遊戲之實驗教學，引起學生的幾何學習興趣，且融入平板操作和學生循序漸進之教學設計，顯著提升圓形和複合圖形面積之學習成效。此外，融入平板電腦操作的闖關活動，對於學生進行複合圖形面積的解題思維，有很大的幫助。綜言之，情境式教學設計之「圓的奇幻旅程——拯救虎姑婆大作戰」是有效的教學輔助媒材，適用於國小六年級圓形和複合圖形面積單元學習，透過故事性、趣味性和意義性，可引起高年級學童對數學幾何學習的興趣，提高學生解題技能及圓形和複合圖形面積之學習成效。本研究的設計原則可提供教育機構設計或推廣創新情境式教學之參考，本研究最後亦對未來研究提出建議。

The concept of the area of a circle has long been considered a challenging topic in elementary school geometry. This study explored an innovative contextual instructional design that integrated tablet computers and technology-mediated contextual digital games to support students’ learning of circle area concepts. The study examined students’ learning effectiveness,problem-solving processes, and learning experiences, with the aim of enhancing their understanding of geometric concepts. To achieve this goal, the research team developed a contextual digital game entitled “The Magical Journey of the Circle: The Battle to Save Auntie Tiger.” The game embedded learning tasks within a story-based time-travel rescue narrative to create a meaningful learning context. A quasi-experimental design was implemented using naturally formed classes. The experimental group (n = 14) engaged in contextual digital game activities using tablet computers, whereas the control group (n = 13) completed traditional paper-and-pencil exercises. Both groups participated in pre- and post-tests of mathematics achievement and interviews. The findings indicated that contextual digital game-based instruction enhanced students’ interest in learning geometry and significantly improved their performance in solving problems involving the areas of circles and composite figures. In addition, tablet-based challenge activities facilitated students’ problem-solving thinking processes when addressing composite figure area problems. Overall, the contextual instructional design of “The Magical Journey of the Circle” proved to be an effective instructional support for sixth-grade mathematics learning. The design principles derived from this study may provide useful references for educators seeking to develop or promote innovative contextual teaching approaches, and directions for future research were also suggested.