模組化防災桌遊的設計與學習成效評估

Design of Modular Board games for disaster prevention education and its learning outcomes evaluation

陳嘉俊(Chan Ka-Chon)

指導教授 ： 張俊彥

國立臺灣師範大學/理學院/科學教育研究所/碩士(2022年)

https://doi.org/10.6345/NTNU202201413

摘要

防災教育是一項相當重要的工作，本研究選用桌上遊戲作為教學工具，發 展防災議題桌遊：「天有異象」。基於教學現場中，每周課程沒法使用需時較長 的桌遊，因此更彈性的桌遊模組是必須的。針對當中的防災知識架構，將本防 災桌遊模組化，發展遊戲時長較合適一節課的兩個桌遊模組，分別為「減災及 復原模組」，以及「整備及應變模組」，各模組遊玩時間為一小時，以及包含完 整減災、整備、應變、復原災害管理階段的「天有異象」，遊玩時間為兩小時， 一共三個模組。
本研究的對象為新北市的中學生，分為三個實驗組，第一組先遊玩「減災及復原模組」，然後遊玩「整備及應變模組」；第二組，以相反的順序使用與第 一組相同的模組；第三組遊玩「天有異象」模組。針對防災知識、態度和策略 做前後測比較，結果顯示先使用「整備及應變模組」，後使用「減災及復原模 組」組別防災知識有顯著提升；態度則均沒有顯著差異；而各組防災策略皆有顯著提升。本研究提供了模組化桌遊的方法及其可行性。

關鍵字

科學桌遊 ； 教學模組 ； 模組化 ； 防災教育

並列摘要

Disaster prevention education is a very important task. In this study, board games are used as teaching tools to develop board games on disaster prevention issues: "HOPE." Based on the teaching site, using board games often take a long time and cannot be used in weekly courses. So it is necessary to have more flexible board game modules. In view of the disaster prevention knowledge structure, this disaster prevention board game is modularized, and two board game modules whose game duration is more suitable for one lesson are developed, namely " mitigation and recovery module" and "preparedness and response module." The play time of each module is one hour. The third module is the entire game, "HOPE," it includes complete mitigation, preparedness, response, and recovery disaster management stages. The play time is two hours. As the above, there are three modules in total.
The subjects of this study are middle school students in New Taipei City. They are divided into three experimental groups. The first group played the "disaster mitigation and recovery module" first, and then played the " preparedness and response module"; the second group played in reverse order with the first group; the third group played the entire "HOPE" module. Pre- and post-test comparisons of disaster prevention knowledge, attitudes and strategies were used in this study. The result shows that disaster prevention knowledge was significantly improved in the groups that used the “preparedness and response module” first, and then the “mitigation and recovery module.” However, there was no significant difference in attitudes. The disaster prevention strategies have been significantly improved. This study provides an approach to modular board games and their feasibility.

並列關鍵字

Scientific board games ； teaching modules ； modularization ； disaster prevention education

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