融入線索牆之偵探解謎遊戲對學習成效與動機之影響

Abstract

隨著數位科技與教學工具的蓬勃發展，遊戲式學習逐漸被視為提升學習者學習動機與成效的重要策略。其中結合情境鋪陳與任務挑戰的解謎遊戲，展現出高度的教育應用潛力，引導學習者進行深入思考與推理。然而，多數現有解謎遊戲多著重於情節與任務兩元素，對於作為推理核心的線索，如何系統化設計與有效整合，相關探討仍較少見。線索牆常見於遊戲與敘事作品中，作為整合資訊的視覺化工具，能以因果與時序脈絡呈現複雜事件與推理過程。其圖像式的整理方式有助於學習者統整資訊、釐清問題重點。在教學應用上，線索牆不僅具備組織與理解知識的輔助功能，更能強化學習者推理能力與概念連結，特別適合應用於解謎遊戲中，補足現行設計對於線索系統化呈現的不足。因此，本研究旨在開發一款融合線索牆視覺化工具的偵探解謎遊戲，作為創新教學工具，以協助國小六年級學生在社會科學習中更有效組織知識內容，並探討兩個問題：(1) 偵探解謎遊戲是否能提升學生對社會科之學習成效？ (2) 偵探解謎遊戲是否能提升學生對社會科之學習動機？偵探解謎遊戲具備以下幾項特色：(1) 場景與角色融入：藉由場景鋪陳與角色設定，營造沉浸式學習情境，提高學習動機並加深遊戲背景脈絡。(2) 線索牆整合設計：將線索牆作為任務核心，運用視覺化工具協助學習者在推理歷程中整合資訊、釐清事件關聯。(3) 三大解謎機制：透過「概念拆解」、「關係排列」與「線索驗證」三大設計，引導學生系統化地整理歷史知識並形成因果推理。(4) 星等獎勵制度：設計挑戰與回饋機制，提升挑戰感與重玩意願，促進持續投入與策略思考。期望透過上述特色，達到遊戲趣味性與學習內容的平衡，使教學過程兼具吸引力與知識價值。為達研究目的，本研究以偵探解謎遊戲為實驗組教學工具，並將其內容調整改編為閱讀學習形式，作為對照組介入系統，比較兩種不同學習工具的介入效果。以新北市某國小三個班級學生為對象，採準實驗研究法，進行前後測學習成效測驗及學習動機問卷，並輔以學生回饋與教師訪談進行質性分析。研究結果顯示：(1) 在學習成效上，偵探解謎遊戲與閱讀學習系統皆能有效提升學生的學習成效，但兩組之間進步幅度無顯著差異，顯示兩種學習工具在知識掌握上具有相近效果；(2) 在學習動機部分，偵探解謎遊戲則在相關性與滿意面向上顯著高於對照組。學生回饋指出，偵探解謎遊戲能有效激發學習興趣與持續投入，並使課程內容與自身經驗形成連結；教師亦肯定遊戲設計對促進課堂參與及支持探究學習的積極作用。整體而言，偵探解謎遊戲在學習動機層面展現更佳表現，具備作為教學工具的應用潛力。With the rapid advancement of digital technologies and instructional tools, game-based learning has increasingly been recognized as an effective strategy for enhancing learners’ motivation and learning outcomes. Among these approaches, detective puzzle games that integrate immersive scenarios and task-based challenges have demonstrated high educational potential by encouraging deep thinking and reasoning. However, most existing puzzle games focus primarily on storylines and tasks, while relatively few studies have explored how to systematically design and integrate clues, which are central to reasoning. An evidence board, commonly seen in games and narrative works, serves as a visual tool for organizing information and presenting complex events and reasoning processes through causal and chronological connections. This visual structuring helps learners consolidate information and clarify key issues. In educational applications, an evidence board not only scaffolds the organization and understanding of knowledge but also strengthens learners’ reasoning abilities and conceptual connections, making it particularly suitable for puzzle games to address the current lack of systematic clue presentation.Therefore, this study aimed to develop a detective puzzle game incorporating an evidence board as an innovative instructional tool to help sixth-grade elementary students more effectively organize social studies content. This study explored two main questions: (1) Can the detective puzzle game enhance students’ learning performance in social studies? (2) Can the detective puzzle game increase students’ motivation in social studies learning?The developed detective puzzle game includes four key features: (1) immersive scenarios and role integration to create a contextualized learning environment that boosts motivation and deepens engagement; (2) an integrated evidence board design as the core task mechanism, supporting learners in organizing information and clarifying event relationships through visualization; (3) three main puzzle-solving mechanisms—concept breakdown, relationship arrangement, and clue verification—that guide students to systematically organize historical knowledge and construct causal reasoning; and (4) a star-level reward system designed to enhance challenge, replayability, and strategic thinking, thereby encouraging sustained engagement. These features aim to balance gameplay enjoyment with meaningful learning content, making the instructional process both engaging and educationally valuable.To achieve the study objectives, the detective puzzle game was used as the instructional tool for the experimental group, while the control group received the same content adapted into a reading-based learning format. Participants included three sixth-grade classes from an elementary school in New Taipei City, Taiwan. A quasi-experimental design was adopted, using pre- and post-tests to measure learning performance and a motivation questionnaire, supplemented by student feedback and teacher interviews for qualitative analysis.The results showed that (1) both the detective puzzle game and the reading-based learning tool effectively improved students’ learning performance, with no significant difference in progress between the two groups, indicating comparable effects on knowledge acquisition; and (2) in terms of learning motivation, the detective puzzle game group reported significantly higher scores in relevance and satisfaction. Student feedback indicated that the detective puzzle game effectively sparked learning interest and sustained engagement while helping them connect course content with personal experiences. Teachers also affirmed the game's positive impact on classroom participation and its support for inquiry-based learning. Overall, the detective puzzle game demonstrated greater potential for enhancing learning motivation, highlighting its promise as an instructional tool.