以問題解決歷程為核心之策略桌遊設計與成效探討

問題解決是人們日常生活中最普遍的一種思維過程，所有生活都在持續的解決各式各樣的問題，當個體面對複雜問題時，運用現有的知識、技能及經驗來成功的解決問題，並達成自身所預期的結果。而遊戲被最看好的目的就是培養問題解決能力，促使玩家積極的參與複雜的問題解決情境。越來越多的桌上遊戲被教學者接受並使用於課堂中，並有著諸多的優點利於研究及課堂中使用。因此，本研究希望藉由設計一款以問題解決歷程為核心的策略桌上遊戲，幫助學生提升問題解決能力。本研究旨在了解遊戲滿意度及實施成效，透過設計一款以問題解決歷程為核心且立基於SWOT分析方法所產出之策略桌上遊戲，探究此桌遊對受試者的問題解決態度是否有影響。問題解決歷程指的是決策制定問題解決歷程，也就是決策者在面對問題時，會列舉出許多解決方案，並從中分出每個方案的利弊、實行可能性等多樣的角度，最後決定出要使用哪一個解決方案的過程。策略桌上遊戲即是玩家要在遊戲的過程中根據遊戲所提供的資源與環境，經過大量的思考、策畫及決策後執行或調整其行動來達成遊戲目標。本研究採用單組前後測實驗研究法。本研究在設計與製作桌遊的階段邀請7位人資與教育相關背景及1位小四生為受試者進行形成性評鑑，藉由觀察及問卷的方式蒐集遊戲機制、文字內容、美術介面、整體滿意度等方面的資料來做為遊戲修正的依據，並根據評鑑結果修正遊戲。在實驗階段受試者為53位來自私立科技大學商業管理相關科系背景，實驗前，研究對象會填寫問題解決態度前測，進行遊戲的講解說明及試玩，之後會再進行一次的遊戲，因此遊戲總共實施兩次，最後再填寫遊戲滿意度問卷及問題解決態度後測。研究結果如下： 1. 進行以問題解決歷程為核心之策略桌上遊戲，學習者對此遊戲的滿意度持中立看法。 2. 以問題解決態度歷程為核心之策略桌上遊戲，對學習者的問題解決態度整體來看是顯著下降，但也發現當學習者更加的了解認識遊戲規則及流程，會越投入沉浸在遊戲當中，進而表現在問題解決態度後測的分數就會越佳。

關鍵字

問題解決；桌上遊戲； SWOT分析方法

並列摘要

Individual would face a lot of problems in their daily life. Individual needs to use their knowledge, skill and experience to solve complex problem and achieve the goal. Game is an effective method for training problem solving skill. Prior research studies supported the advantages of integrating board game into teaching and learning. The purpose of this study is to design a strategic board game based on problem-solving process and SWOT principles. Furthermore, players’ satisfaction with the game and its impact on problem-solving disposition are examined empirically. According to the problem-solving research, individuals usually need to make decisions, list a lot of solutions and analyse their strengths and weaknesses or feasibility. Therefore, the mechanism of strategic board game includes careful thinking, decision-making, execution of behavior, adjustment of the actions and goal achieving. This study adopted the one-group pretest-posttest experimental research method. Seven adults with human resource or education background and one 4th grader were recruited for the formative evaluation and the game was revised based on their suggestions. In order to explore the effect of the game, fifty-three students participated in the study. The experiment was conducted for three weeks. Problem-solving inventory (PSI) questionnaire was implemented as the pre-test followed by the introduction of the game. Then the participants were invited to play the game per week. At the end of the study, the PSI and the game-satisfaction questionnaire were administered. The results of the research are as follows: Participants were moderately satisfied with the game. Participants’ problem-solving disposition decreased statistically significantly after the game. However, the result shows participants’ understanding of game rules and operation may influence on their engagement in the game process. The participants who reported higher level of engagement performed higher scores in the post-PSI questionnaire while controlling the effect of pre-PSI scores.