情境學習可以讓學生在真實的情境中學習以得到較好的學習成效，學習知識總是希望學生在生活中可以應用這些知識，因此教科書總會想把知識放在日常生活情境裡來教學，而為了吸引學生們的興趣，有些教科書把知識放入故事的情境裡以吸引學生們在樂趣中學習。
本論文提出了一個問題，在戲劇式學習中要如何考量情境與角色的設計與扮演，使得學生願意投入學習活動並願意花較多的時間在課文的知識上。本研究設計了一個在數位劇場上的數位服裝與道具系統，因此可以建構不同的情境與服裝道具，來比較兩種情境下學生的喜好度與是否願意花時間準備課文的相關知識，也探討在吸引力比較低的日常生活情境下，我們為劇中的主要角色設計與加入服裝道具後，學生對以日常生活情境課文為基礎之戲劇式學習的參與度提高並且更有樂趣。
在包含日常生活情境與故事情境的數位戲劇式學習中進行一年的實驗，數據顯示在數位學習劇場中增加數位道具與服裝能使學生提升學習興趣與動機，並且能更加融入自己所扮演的角色，數位服裝與道具可使演員得到樂趣而更投入戲劇展演與練習之中，觀眾也較能認同演員在表演什麼角色。
此外，在與老師訪談後與學生問卷結果顯示，學生對於有故事性或是有奇幻元素的課文情境有較高的興趣與喜好度，也更願意參與戲劇活動中，且對展演故事性與奇幻感的情境有較高的自信心，因此我們認為課文中情境的故事性與奇幻元素可能是戲劇教學中重要的一環。而在日常生活的情境下，對於有特色的角色加上數位服裝與道具比原來的日常生活情境更能吸引學生投入戲劇式學習。

Situational learning allows students to learn in real situations to achieve better learning effect. We always think that students will apply the knowledge in their lives after learning, so the textbooks always put the knowledge into daily situations. In order to attract the students’ interest, some textbooks put the knowledge into the situation of the story to attract students to learn in fun.
This paper presents a question of how to consider the design of the situations and roles in dramatic learning so that students are willing to invest in learning activities and spend more time on the knowledge of the textbooks. This study designed a digital clothing and props system in the digital learning theater, so we can design different situations and clothing props to compare the preferences of students in both situations and whether they are willing to prepare the knowledge in the textbooks. In the situations in daily life of the lower attraction, we designed the costume and prop for the main characters to play, so that the students’ participate can increase and students can have more fun in drama learning based on the textbooks.
After using the system for one year, the results of experiment show that the digital props and costumes in a digital learning theater can help students improve their interest and motivation. With the digital clothing and props can make the actors get more fun and they can become more involved in their performance and practice, the audience is also more able to identify the roles that the actors played in the performance.
In addition, after the interview with the teacher and the students’ questionnaire results show that students have higher interest and preference for the story or fantastic situation, also have more willing to participate in drama learning activities. The students have a high degree of self-confidence when they perform in the story or fantastic situation, so we believe that the story and fantasy elements of the situations in textbooks may be an important part of drama teaching. In the situation of daily life, we let the distinctive role with digital clothing or props make the original daily life situation more attractive to students into drama learning.

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