實境解謎運用於國中童軍科戶外教育課程設計與實施之研究

Abstract

本研究旨在發展新型態的童軍科戶外教育課程方案，運用近年來迅速興起的實境解謎，為國中童軍科教育現場提供不同的戶外教育課程。實境解謎的遊戲設計在坊間已被運用於多種領域，但學校課程方面的運用仍相當罕見。因此本研究嘗試以實境解謎作為課程方案的主軸，採用行動研究法，探討課程方案的設計步驟與實施狀況；並提出實境解謎課程方案的八項設計步驟：選擇各關地點、決定關卡順序、結合特色景物發展謎題、運用文字符號與圖像發展謎題、設計謎題道具、撰寫文本提示、設定LINE自動回應關鍵字、謎題設計的難度調整措施。檢視其運用於正式課程之可行性，以及提供學生自主學習經驗、創造團隊合作情境、與當地文化及真實環境建立連結等三大面向的學習成效。針對行動研究中所發生的問題提出對應的解決策略，使得本研究之戶外教育課程能夠臻至完善。期望可以作為有意推展多元戶外教育課程或將實境解謎運用於學校課程的現場教學人員之參考案例，以達到拋磚引玉的效果。This research aims to develop a new form of Scout outdoor education curriculum by utilizing the rapidly emerging real-world puzzle-solving activities to provide different outdoor educational experiences for junior high school Scout programs. While real-world puzzle game design has been applied across various fields in the private sector, its application in school curricula remains relatively rare. Therefore, this study attempts to use real-world puzzle-solving as the core of the curriculum program, adopting action research methodology to explore the design steps and implementation status of the curriculum program. The study proposes eight design steps for real-world puzzle-solving curriculum: selecting puzzle locations, establishing puzzle sequence, developing puzzles incorporating landmark features, creating puzzles using text symbols and images, designing puzzle props, writing textual hints, setting up LINE automated keyword responses, and implementing difficulty adjustment measures. The study examines the feasibility of its application in formal curriculum settings and evaluates learning outcomes in three major aspects: providing students with autonomous learning experiences, creating team collaboration environments, and establishing connections with local culture and authentic environments. Solutions are proposed for problems encountered during the action research to perfect this outdoor education curriculum. It is hoped that this study can serve as a reference case for educators interested in promoting diverse outdoor education programs or implementing real-world puzzle-solving in school curricula, thereby inspiring further innovations in this field.