許佩賢Hsu, Pei-hsien許雅柔Hsu, Ya-Jou2020-10-192020-12-202020-10-192020http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060527005L%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/110814本論文旨在結合歷史課程內容，開發適合國中學生學習的情境體驗桌上遊戲。為解決學生對於歷史無感的問題，筆者嘗試將歷史知識與歷史思維連結遊戲設計，利用遊戲機制帶出認知思維及情境感受，透過遊戲元素(自由度與控制感、不確定性與新奇感、成就感)與認知元素(注意力、記憶提取與認知思考、後設認知)的雙重設定，結合理論與實務，創作一款情境體驗桌上遊戲〈覺‧擇──傷痕二二八〉。 遊戲背景選取「二二八事件」作為史實的鋪陳，此主題在教學現場往往容易被視為「爭議」，但沒有深入引導則容易將歷史當作一個事件，而不是一個警惕；二來則是因為2019年香港爆發時代革命，既視感較為強烈，學生容易連結時勢，跟著社會脈動學習。筆者期待遊戲能使學生對於臺灣戰後歷史及「二二八事件」有更深層的理解，未來面對權威時不會盲目跟從而是理性判斷，無論最後做了什麼選擇，都要承擔後果，為自己的行為負起責任。 藉由遊戲營造的虛擬情境，學生容易進入情境想像過去，並透過角色扮演的形式，在遊戲中表達自我，演出人民在極權主義統治下可能的社會樣態。透過遊戲，有助於國中學生對於歷史理解有更多層次，在體驗中感受歷史的發生，學習換位思考，理解因果脈絡，並後設自己的想法與行為。同時，遊戲所揭露的人性百態，透過討論與思辯，將能對歷史有更多的思考，並將這樣的思考遷移到其他社會議題，學習用歷史的眼界來看待世界。This thesis aims to combine history courses content to develop a situational experience board game suitable for middle school students to learn. In order to solve the problem of students' insensitivity to history, the author tries to connect historical knowledge and historical thinking in game design, using game mechanics to bring out cognitive thinking and situational feelings, through game elements (degree of freedom, sense of control, uncertainty, novelty, sense of accomplishment) and cognitive elements (attention, memory retrieval and cognitive thinking, metacognition), combined with theory and practice, creates a situational experience board game "Making choice after awareness ─ The scars of the 228 incident". The author selects "The 228 incident" as the pavement of historical facts for the game background. This topic is often regarded as a "controversy" in the teaching scene. Without in-depth guidance, it is easy to treat it as a historical event rather than a vigilance. Besides, the revolution of Hong Kong in 2019, which cause a strong Déjà vu for the Taiwanese, is easy for students to compare with the period of "The 228 incident " and learn from the pulse of society. The author hopes that the game will enable students to have a deeper understanding of Taiwan's post-war history and "The 228 incident ". In the future, they will not blindly obey the authority and therefore have to make rational judgments. No matter what choice they make, they must bear the consequences and take responsibility for actions. With the virtual situation created by the game, students can easily enter the situation and imagine the past, express themselves in the game through role-playing, and showcase the possible behavior under the totalitarian rule. Through games, students can cultivate higher-order thinking of historical understanding, experience the occurrence of history, learn empathy, understand cause and effect, and develop metacognition of their thoughts and behaviors. Meanwhile, the human nature revealed by the game enables students to think more about history through discussion and speculation, and transfer such thinking to other social issues, and learn to view the world from a historical perspective.歷史教育遊戲式學習桌上遊戲二二八事件history educationgame-based learningboard gamesthe 228 incident