問題解決是人們日常生活中最普遍的一種思維過程，所有生活都在持續的解決各式各樣的問題，當個體面對複雜問題時，運用現有的知識、技能及經驗來成功的解決問題，並達成自身所預期的結果。而遊戲被最看好的目的就是培養問題解決能力，促使玩家積極的參與複雜的問題解決情境。越來越多的桌上遊戲被教學者接受並使用於課堂中，並有著諸多的優點利於研究及課堂中使用。因此，本研究希望藉由設計一款以問題解決歷程為核心的策略桌上遊戲，幫助學生提升問題解決能力。本研究旨在了解遊戲滿意度及實施成效，透過設計一款以問題解決歷程為核心且立基於SWOT分析方法所產出之策略桌上遊戲，探究此桌遊對受試者的問題解決態度是否有影響。問題解決歷程指的是決策制定問題解決歷程，也就是決策者在面對問題時，會列舉出許多解決方案，並從中分出每個方案的利弊、實行可能性等多樣的角度，最後決定出要使用哪一個解決方案的過程。策略桌上遊戲即是玩家要在遊戲的過程中根據遊戲所提供的資源與環境，經過大量的思考、策畫及決策後執行或調整其行動來達成遊戲目標。本研究採用單組前後測實驗研究法。本研究在設計與製作桌遊的階段邀請7位人資與教育相關背景及1位小四生為受試者進行形成性評鑑，藉由觀察及問卷的方式蒐集遊戲機制、文字內容、美術介面、整體滿意度等方面的資料來做為遊戲修正的依據，並根據評鑑結果修正遊戲。在實驗階段受試者為53位來自私立科技大學商業管理相關科系背景，實驗前，研究對象會填寫問題解決態度前測，進行遊戲的講解說明及試玩，之後會再進行一次的遊戲，因此遊戲總共實施兩次，最後再填寫遊戲滿意度問卷及問題解決態度後測。研究結果如下：
1. 進行以問題解決歷程為核心之策略桌上遊戲，學習者對此遊戲的滿意度持中立看法。
2. 以問題解決態度歷程為核心之策略桌上遊戲，對學習者的問題解決態度整體來看是顯著下降，但也發現當學習者更加的了解認識遊戲規則及流程，會越投入沉浸在遊戲當中，進而表現在問題解決態度後測的分數就會越佳。

Individual would face a lot of problems in their daily life. Individual needs to use their knowledge, skill and experience to solve complex problem and achieve the goal. Game is an effective method for training problem solving skill. Prior research studies supported the advantages of integrating board game into teaching and learning. The purpose of this study is to design a strategic board game based on problem-solving process and SWOT principles. Furthermore, players’ satisfaction with the game and its impact on problem-solving disposition are examined empirically. According to the problem-solving research, individuals usually need to make decisions, list a lot of solutions and analyse their strengths and weaknesses or feasibility. Therefore, the mechanism of strategic board game includes careful thinking, decision-making, execution of behavior, adjustment of the actions and goal achieving. This study adopted the one-group pretest-posttest experimental research method. Seven adults with human resource or education background and one 4th grader were recruited for the formative evaluation and the game was revised based on their suggestions. In order to explore the effect of the game, fifty-three students participated in the study. The experiment was conducted for three weeks. Problem-solving inventory (PSI) questionnaire was implemented as the pre-test followed by the introduction of the game. Then the participants were invited to play the game per week. At the end of the study, the PSI and the game-satisfaction questionnaire were administered. The results of the research are as follows: Participants were moderately satisfied with the game. Participants’ problem-solving disposition decreased statistically significantly after the game. However, the result shows participants’ understanding of game rules and operation may influence on their engagement in the game process. The participants who reported higher level of engagement performed higher scores in the post-PSI questionnaire while controlling the effect of pre-PSI scores.

目次
中文摘要i
英文摘要ii
目次iv
表次vi
圖次viii
第一章 緒論1
 第一節 研究背景與動機1
 第二節 研究目的與待答問題6
 第三節 研究範圍7
 第四節 名詞界定8
第二章 文獻探討10
 第一節 問題解決10
 第二節 嚴肅的桌上遊戲35
第三章 研究方法51
 第一節 研究對象51
 第二節 研究架構53
 第三節 研究設計與流程56
 第四節 研究工具與資料收集62
 第五節 資料處理與分析84
第四章 研究結果85
 第一節 形成性評鑑結果85
 第二節 遊戲滿意度93
 第三節 問題解決態度97
 第四節 綜合討論103
第五章 結論與建議106
 第一節 研究結論106
 第二節 研究貢獻109
 第三節 研究限制與建議111
參考文獻	116
 中文文獻116
 英文文獻119
附錄一、問題解決態度量表125
附錄二、遊戲滿意度問卷128
附錄三、施測同意書129

表次
表2-1-1決策矩陣方法22
表2-1-2國內外問題解決能力相關之研究25
表2-1-3問題解決態度相關之研究29
表2-1-4 SWOT分析方法運用於教育相關之研究32
表2-2-1問題類型 VS 遊戲類型39
表2-2-2國內外運用市面上現有的桌上遊戲於教育領域之研究44
表2-2-3國內外自行開發的桌上遊戲運用於教育領域之研究45
表2-2-4經驗遊戲模型VS本研究之策略桌上遊戲中玩家的行為49
表3-1-1研究對象之科系與人數51
表3-3-1實驗設計56
表3-4-1 SWOT分析方法與遊戲中玩家行為之關聯63
表3-4-2遊戲道具64
表3-4-3策略桌上遊戲VS決策制定歷程72
表3-4-4問題態度各面向之對應題號74
表3-4-5 KMO與Bartlettru檢定75
表3-4-6趨避風格面向旋轉元件矩陣76
表3-4-7自我控制面向元件陣76
表3-4-8信心面向旋轉元件矩陣77
表3-4-9問題解決態度各面向信度77
表3-4-10遊戲滿意度問卷各面向之對應題號79
表3-4-11 KMO與Bartlettru檢定80
表3-4-12可玩性面向旋轉元件矩陣81
表3-4-13遊戲與SWOT分析方法的關聯面向元件矩陣.82
表3-4-14沉浸性面向旋轉元件矩陣82
表3-4-15遊戲滿意度問卷各面向信度83
表4-1-1遊戲滿意度問卷各面向之平均分數85
表4-1-2遊戲修正建議與修正狀況表90
表4-2-1遊戲滿意度的描述性統計分析93
表4-2-2可玩性與沉浸性的關聯性96
表4-3-1問題解決態度的描述性統計97
表4-3-2問題解決態度的成對樣本t檢定98
表4-3-3態度前後測與沉浸性的關聯性99
表4-3-4趨避風格面向前後測與沉浸性的關聯性100
表4-3-5自我控制面向前後測與沉浸性的關聯性101
表4-3-6信心面向前後測與沉浸性的關聯性102

圖次
圖2-1-1問題的類型13
圖2-1-2問題之間的分類（先決條件/核心）關係19
圖2-1-3力場分析方法23
圖2-1-4 SWOT分析方法24
圖2-2-1經驗遊戲模型48
圖3-2-1研究架構圖53
圖3-3-1實驗流程57
圖3-3-2形成性評鑑流程規劃圖59
圖3-3-3總結性評鑑流程規劃圖61
圖3-4-1地圖板塊及物件設置完成圖67
圖3-4-2玩家道具68

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