一般學習者在複習課業內容時，一成不變的方式將會漸漸減少學習者在複習課業內容時的動力與興趣，現在的學習者在課後的社團活動或團體活動非常多所以常常忽略課後複習的重要性。因此，本研究希望藉由新奇且有效的複習方式來提升學習者複習的動力，進而提升複習的效果。本研究主要以學生出題策略為核心設計一套桌上型遊戲，讓學習者透過此桌上型遊戲進行課後複習重點概念。以設計導向研究法(DBR)設計與發展此桌上型遊戲，將此桌上型遊戲進行兩階段的形成性評鑑，分別為專家評鑑以及玩家實際進行遊戲。本研究專家評鑑主要以兩個部分進行，第一部分是著重在遊戲設計；第二部分則是評估該遊戲與出題策略的設計是否緊扣；玩家實際進行遊戲的部分為玩家進行遊戲結束後將填寫遊戲滿意度問卷、學生出題策略結合桌上型遊戲完整性問卷以及心流經驗問卷。本研究根據研究結果提出兩項結論(一)專家所評鑑的遊戲設計滿意度以及評估該遊戲與出題策略的設計是緊扣的。(二)玩家對遊戲的滿意度高且對學生出題策略結合桌上型遊戲的評價高，(三)。遊戲玩家心流經驗的平均值都大於4及代表受試玩家在「樂趣」、「專注」及「控制」都具有心流經驗，尤其「樂趣」因素面向最高。 If students always use the same way, such as rote memorization, to review what have learned in class, their motivation might be decreased during the review process. Moreover, students’ attention is distracted by more and more after-school activities, which further resulted in their neglect of reviewing tasks. The research aims to design a board game centering on the question-generation learning strategy, which may create an innovative way to help students to review the learned contents. The design-based research method is adopted and two stages of formative evaluation were conducted. First, three experts were invited to evaluate the overall game design and determine whether the student question-generation strategy is well-integrated into the game. Second, ten college students were invited to play the game. Their satisfaction with the game, strategies used and flow experience were collected and analyzed. The finding indicated that the experts were satisfied with game design and agreed that the question-generation strategy was well integrated into the game. Furthermore, the players show high satisfaction toward the game and the question-generation strategy. Last, the players show flow experience with the average score above 4 in the aspect of fun, concentration and control.
