當學生變老師，老師變玩家：未來意識教育的遊戲設計與實踐

Student as Teacher, Teacher as Gamer—Using Co-Designed Games to Enhance the Usefulness of Futures Consciousness

本文為一份課程實踐行動研究，以淡江大學通識核心課程「探索未來」為實驗場域，推動未來意識教育之遊戲設計與實踐，瞭解遊戲未來（gaming futures）的教學方案以及如何探索與建構未來取向的教育與學習，並強化學習者未來意識的培養。本研究透過遠見風格型態檢測量表、學習反思質性回饋、學生學習檔案、個人與焦點團體訪談資料等多元工具，進行三角交叉檢核。結果發現，學習者在具遊戲未來設計之學習過程中，皆顯著提升未來素養，且有深化參與學習、顯現未來認知與經驗、主動創造多元未來之教學綜效。

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.