融入設計思考於嚴肅教育遊戲的設計歷程及對科技學科教學知識的影響：以職前教師為例

The Integration of Design Thinking into the Process of Developing a Serious Educational Game and Its Influence on Technological Pedagogical Content Knowledge: Taking the Case of a Pre-Service Teacher As an Example

本研究旨在探討一位職前教師如何融入設計思考於嚴肅教育遊戲的設計製作，並進一步探討此歷程對於職前教師的科技學科教學知識有何影響。本研究以生物科職前教師自我研究為視角，質性分析一個嚴肅教育遊戲團隊的製作歷程，研究結果發現：一、提出問題為融合設計思考於遊戲製作歷程之中心；二、隨著嚴肅教育遊戲發展階段的轉換，其設計思考的整合運用方式應隨之調整；三、對於科技學科教學知識之影響有學科理解、課程規劃及適當呈現之面向；四、推論其嚴肅教育遊戲設計歷程中，運用不同設計思考對於科技學科教學知識之影響會有所不同。

This study had a dual purpose. One was to investigate how a pre-service teacher integrated design thinking into the development of an serious educational game (SEG) (which elements of design thinking were needed), and the other was to examine the impact of the integration of design thinking into the process of making an SEG on her technological pedagogical content knowledge (TPACK). A self-study approach was employed to qualitatively elicit stories on the interactions between design thinking, the process of making an SEG, and TPACK. Four findings were revealed: 1. questioning is a critical element of integrating design thinking into the development of an SEG; 2. the means to integrate design thinking should be flexibly adjusted based on the transitions between different stages of developing an SEG; 3. the integration of design thinking into the development of an SEG affected the pre-service teacher’s TPACK in three different aspects; 4. it is inferred that different elements of design thinking had different impact on the pre-service teacher’s TPACK during the whole process of developing an SEG.