This research aims to enhance students' participation in and motivation for learning by introducing design thinking into a game-based curriculum design. Students act as the teacher by co-design and collaboration in the process of learning while the teacher acts as a class facilitator and gamer by offering instant feedback and reward. A total of 37 students in the honors program who have chosen the general education course "Exploring the Future" participated this research. A triangulation research method was adopted to provide multiple perspectives in examining the results from both quantitative and qualitative techniques. The major finding in this research is that the innovative game-based curriculum design and flipped role playing in the classroom significantly enhanced students' learning interest and capacity, improved their learning outcomes and effectiveness, and promoted the practical applications of futures consciousness.