融合遊戲化與批判思考策略之錯假訊息識讀課程成效探究

The Effects of Disinformation Literacy Curriculum Integrating Gamification and Critical Thinking Strategies

本研究結合批判性思考教學與競技型桌遊活動，探討其於錯假訊息辨識教學中的應用效果，並透過學生學習成果與師生訪談進行成效評估。研究對象為高二數理與語文資優班學生，共50人，採隨機分派方式分為實驗組與對照組，各組25人。實驗組每週參與「錯假訊息生產履歷與產地直銷」多元選修課程；對照組則於同時段的公民訓練實作課程中接受融入式錯假訊息辨識教學。本研究於學期初與期末進行前後測，施以相同訊息識讀量表，以比較兩組學生之學習成效。實驗課程由兩位高中教師跨領域協同設計，內容涵蓋錯假訊息辨識教育、批判性思考訓練與桌遊競技操作，藉由情境模擬與文本辯論，提升學生參與度與學習動機，強化其分析與評估能力，進而內化辨識錯假訊息的核心知能。研究結果顯示，實驗組學生在後測的整體表現顯著優於對照組，顯示以遊戲化方式進行錯假訊息辨識教學，能有效提升學生的訊息判讀與批判思考能力。

This study integrates critical thinking instruction with competitive board game activities to explore their applications and effects in teach¬ing disinformation recognition. The research participants consisted of 50 gifted 11th-grade students from science-mathematics and language arts programs, who were randomly assigned to either the experimental or control group, with 25 students in each. The experimental group par¬ticipated in a weekly elective course titled“Disinformation Production Traceability and Direct Marketing”, while the control group received in-tegrated disinformation instruction within a civic practice course during the same period. Pre- and post-tests were administered using the same information literacy scale at the beginning and end of the semester to as¬sess learning outcomes. The curriculum for the experimental group was co-designed by two interdisciplinary high school teachers and included components of disinformation literacy education, critical thinking train¬ing, and competitive board game simulations. Through engaging game¬play, scenario-based role-play, and structured text debates, the course aimed to enhance student motivation, foster analytical and evaluative skills, and internalize key concepts related to disinformation detection. The results indicated that the experimental group significantly outper¬formed the control group on the post-test, demonstrating that a gamified approach to disinformation instruction effectively improved students’ability to critically assess and identify false or misleading information.