設計與開發具互動問題提示之國小社會領域跨學科角色扮演遊戲

先前的研究發現歷史遊戲之設計重視趣味性大於教學性，對史實知識與史觀的呈現實屬有限，在學校的課堂難以應用，國小社會領域上課可以使用的教育遊戲常以單一科目為主，學習內容較難權衡遊戲的娛樂性與嚴肅性。本研究首先說明遊戲設計與開發的成果，為一款整合歷史、地理、公民等社會學科，且具帶入感的角色扮演遊戲（role-playing game, RPG），以RPG Maker MZ開發。根據國小五年級社會領域的「日本統治下的臺灣」單元製作內容，首先編排流暢且合理的故事線增加遊玩的體驗，提供地圖與地景空間圖像，讓學生在日治臺灣三個時期的情境探索，與非玩家角色對話，以解決分派的任務。解決任務可以得到「點數」，鼓勵學生獲得更多點數，提高參與度。此外，設計了問題提示系統，提供具體明確的提示，協助使用者喚起忘記或不確定的知識或給予解題相關的資訊，以兼顧遊戲性與教育性。其次，為確保此教育遊戲具備基本的使用性，本研究進行內部開發的使用性評估，邀請修習多媒體數位學習課程的大學生與研究生進行遊戲，並在通關後填寫使用性評估問卷。評估結果顯示，此社會領域跨學科RPG具備良好的有用性、易用性與滿意度，通過內部開發評估，值得國小社會領域課程採用或導入，或為教育遊戲的設計提供一套思路。

關鍵字

角色扮演遊戲；社會領域；問題提示；臺灣日治時期；數位遊戲式學習

並列摘要

Previous studies have found that the design of historical games indicates prioritizing entertainment over instructional value, resulting in a limited presentation of historical knowledge and perspectives; this scenario hinders the application of historical games in school classrooms. Educational games designed for elementary social study curricula frequently focus on a single subject, posing challenges in balancing the entertaining elements of gaming and the importance of learning content owing to instructional purposes. Therefore, this study designed and developed an interdisciplinary role-playing game (RPG) that integrates history, geography, and civics for elementary social studies. RPG Maker MZ was used to develop the game, titled "Taiwan under the Japanese rule," which focused on the domain of fifth-grade elementary social studies. To enhance the gaming experience, a smooth and logical storyline was crafted first; maps and visual representations of landscapes were included in the storyline, allowing students to explore situations during the three periods of the Japanese rule in Taiwan and to engage with nonplayer characters for solving assigned tasks; these problem-solving tasks helped encourage the students to acquire additional points and enhance their participation. Furthermore, a question prompt-based system was designed to provide specific and clear guiding instructions to users. This system assists users in recalling forgotten or uncertain knowledge on social studies and providing relevant information for problem solving, thus balancing gameplay and educational aspects. To ensure the fundamental effectiveness (in terms of usability) of this educational game, this study invited undergraduate and postgraduate students enrolled in a multimedia digital learning course to evaluate the game; the students were also required to fill out a questionnaire related to usability evaluation after finishing the game for internal usability testing. Results indicated that the interdisciplinary RPG exhibited positive usability with regard to usefulness, ease of use, and satisfaction, demonstrating the potential of an RPG to be adopted (or integrated) in elementary social studies and serving as a source of inspiration for dedicated gaming researchers.