國小早自習納入桌遊活動對高年級學生學習專注力之影響：以花蓮縣某國小為例

The Impact of Integrating Board Games into Elementary School Morning Self-Study Sessions on the Learning Concentration of Senior Students: A Case Study of an Elementary School in Hualien County

隨著桌上型遊戲興盛，相關研究逐漸關注其對學生學習歷程之影響，並指出桌遊能提升學生的學習專注力，促進學生學習成效。在臺灣教育情境中，早自習制度仍普遍存在於國小階段，惟多數學校多將其運用於例行性活動，較少進行教學創新。本研究基於遊戲化學習理論與專注力發展觀點，探討於早自習時段融入桌遊活動對國小高年級學生學習專注力之影響。研究以個案研究方法進行，針對特定國小進行深入分析，資料蒐集方式包含半結構式訪談、入班觀察及結合模糊理論改編國小學習專注力量表測量，並透過三角檢證、信效度檢驗及回饋機制，以確保資料之真實性。研究結果顯示（一）個案國小現行早自習活動安排包含讀經、學力加強、晨會、教師自由安排及晨間運動；（二）桌遊融入能提升國小高年級學生專注持續力；（三）專注容量與專注移動構面呈現些微改善，但整體影響程度不一。整體而言，早自習融入桌遊活動對部分專注力構面具有正向影響，顯示桌遊作為早自習創新活動之潛在價值。

With the burgeoning prevalence of board games, scholarly attention has increasingly shifted toward their influence on student learning processes. Extant research suggests that board games can enhance students’attentional focus, thereby facilitating academic performance. Within the educational context of Taiwan, the ''morning self-study period'' remains a pervasive practice in elementary schools; however, most institutions utilize this duration for routine administrative tasks, with a notable dearth of pedagogical innovation. Grounded in gamified learning theory and perspectives on attentional development, this study investigates the impact of integrating board game activities into morning self-study periods on the learning concentration of upper-grade elementary students. Adopting a case study methodology, this research conducts an in-depth analysis of a specific elementary school. Data collection instruments included semi-structured interviews, classroom observations, and an Elementary Learning Concentration Scale adapted through fuzzy theory. To ensure data authenticity and rigor, triangulation, reliability and validity assessments, and feedback mechanisms were rigorously employed. The research findings indicate that: (1) the current morning self-study arrangements at the case school comprise classic recitation, academic reinforcement, morning assemblies, teacher-directed activities, and morning exercises; (2) the integration of board games significantly enhances the sustained attention of upper-grade elementary students; and (3) while the dimensions of attentional capacity and shifting exhibited slight improvements, the overall degree of impact varied across different facets. In conclusion, incorporating board games into morning self-study periods exerts a positive influence on specific dimensions of concentration, underscoring the potential value of board games as an innovative pedagogical intervention for morning study sessions.