有感的永續學習：模擬遊戲FishBanks Ltd.中經驗學習之探討

模擬遊戲多已運用在自然資源管理的教學上，因它能夠將社會生態系統中的互動關係做有效的時空濃縮，幫助人們整體理解環境議題。FishBanks Ltd.（簡稱FishBanks）為此類模擬遊戲之一，用以進行漁業資源不永續與永續的相關學習。Ulrich（1997c）曾提出經驗學習理論能夠幫助解析模擬遊戲參與者在遊戲過程中產生的學習內涵，因此本研究採經驗學習理論為分析架構，探討Fishbanks模擬遊戲中的經驗學習內涵、與永續相關的學習，以及模擬遊戲對永續學習的助益。本研究採混合研究法的解釋式設計，於研究所課程進行實驗，共25人參與。結束後，以半結構式問卷調查所有參與者對透過該模擬遊戲學習的整體觀感，獲得高度的正面回應，並在其中獲得具體經驗、反思觀察、抽象概念化等學習。於二個月後再深度訪談其中七位參與者，結果發現，受訪者在其間產生主動實驗，完整了經驗學習圈。此外，FishBanks令參與者對漁業資源耗竭產生系統概念，理解資源耗竭問題中重要元素的變化趨勢、其背後的系統架構（各種驅力），以及人性的求勝與貪婪。參與者在遊戲與釋疑過程中生起的強烈情緒，則有助於對所學概念建立深刻持久的印象，並促使產生親環境行為。

關鍵字

FishBanks ；經驗學習；漁業永續教育；模擬遊戲

並列摘要

Simulation games have been used for learning and teaching about natural resources management. They present the interactive relationships within social-ecological systems in an effective way beyond time and space, facilitating holistic understanding of environmental issues. FishBanks Ltd. (FishBanks) is one of those simulation games and is used for learning about unsustainable or sustainable fishery. Ulrich (1997c) addressed that Experiential Learning Theory can help our understanding of the contents learned through playing simulation games. Therefore, this study applied Experiential Learning Theory as the analysis framework to explore the participant’s experiential learning in FishBanks, how the learning is related to sustainability, and how a simulation game benefits learning about sustainability. This study applied explanatory mixed methods design. A total of 25 graduate students taking the same class participated in this study. After running a FishBanks, questionnaire was used to collect data, which showed that all participants were highly positive towards learning through playing FishBanks. They gained concrete experiences, reflective observation, and abstract conceptualization learning. Interviews with seven participants were then conducted after two months. The results addressed that these interviewees showed the active experimentation learning stage in their daily lives in order to complete the experiential learning cycle. In addition, they developed systematic concepts towards fishery resources depletion: seeing changes of important elements in the issue, understanding various forces and system structure behind those changes, and reflecting on the fundamental mental model of competition and greed behind their behaviors. Participants' expressing strong emotions while playing game and participating in debriefing could facilitate the development of deep impression towards what have been learned during the process and promote their pro-environment behaviors in the future.

並列關鍵字

FishBanks ； experiential learning ； education for sustainable fisheries ； simulation game

參考文獻

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蕭人瑄、吳宗憲、王順美(2019)。模擬失敗為治理成功之母？FishBanks情境模擬教學應用於公共資源困境之啟示。環境教育研究，15(2)，121-165。doi: 10.6555/JEER.15.2.121

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有感的永續學習：模擬遊戲FishBanks Ltd.中經驗學習之探討

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