聯合國於 2015 年提出 17 項永續發展目標（Sustainable Development Goals, SDGs），以期具體且深入地探究人類與環境的關係，其中包含經濟發展
（economic development）、環境永續（environmentally sustainability）以及和諧社會（social inclusion）面向。1990 年代永續發展教育，強調整合環境保護與經濟發展，並需要在這兩者之間尋求平衡(Sterling, 1992)。台灣自 2010 年通過《環境教育法》，環境教育和永續發展議題即分別在九年一貫課程和十二年國教新課綱中被提及，可見其的重要性。
遊戲可以使學生彼此良性競爭，並且共同合作，促進一個人學習的動機和興趣。遊戲式學習法長期被研究者所提倡，因為一個好的遊戲設計，能夠使教學更有效率，學生學習更有效果，不僅增加學生的學習動機和興趣，也間接地影響了學生吸收知識量的程度和理解度(Hainey et al., 2016)。臺灣亦有研究指出，遊戲式學習應用於環境教育活動時，能讓課堂氣氛活躍，提升學生愉悅的感受以及減少對課程的焦慮，促進學習興趣的生成(黃俊維, 2020)。
本研究改編「永續家園實踐家」桌上遊戲(陳鳳涵, 2023)，將永續發展教育架構融入新豐鄉某國小校訂課程特色，自創一款「新豐家園保衛戰」桌上遊戲，透過遊戲式學習（game-based learning），採單組前後測實驗設計，以國小高年級學生 49 位為研究對象，透過自行設計之遊戲學習目標問卷以及針對永續發展知識、態度和行為之問卷(Michalos et al., 2011)收集資料，探討遊戲式學習對永續發展的學習成效。
經 SPSS 進行成對樣本 t 檢定，研究結果如下：（一）新豐家園保衛戰之桌上遊戲能夠達成遊戲學習目標；（二）新豐家園保衛戰之遊戲式學習對於國小高年級學生理解永續發展相關知識、態度和行為層面有幫助；（三）在地化版本之永續發展教育相關桌上遊戲，能夠協助教育現場教師未來活用此一教材於相關課堂，最後根據研究結果及在研究中獲取的經驗，提出後續施行永續發展教育相關桌上遊戲時的課程建議。

In 2015, the United Nations introduced 17 Sustainable Development Goals
(SDGs) to explore the relationship between humanity and the environment more specifically and in-depth. These goals encompass economic development, environmental sustainability, and social inclusion. In the 1990s, education for sustainable development emphasized the integration of environmental protection and economic development, highlighting the need to balance the two (Sterling, 1992). In Taiwan, the passing of the Environmental Education Act in 2010 underscores the importance of these issues, with environmental education and sustainable development being addressed in both the 9-year integrated curriculum and the 12-year national education curriculum guidelines.
Games can foster positive competition and collaboration among students, enhancing their motivation and interest in learning. Game-based learning has long been advocated by researchers, as well-designed games can make teaching more efficient and enhance student learning outcomes. Not only do they increase students' motivation and interest, but they also indirectly affect the amount of knowledge students absorb and their comprehension levels (Hainey et al., 2016). Taiwanese research has also shown that the application of game-based learning in environmental education activities can create a lively classroom atmosphere, increase students' enjoyment, reduce anxiety about the curriculum, and stimulate interest in learning
(Huang Jun-Wei, 2020).
This study adapts the board game "SDGs Board Game" (Chen Feng-Han, 2023) and incorporates the framework of education for sustainable development into the curriculum of a local elementary school in Xinfeng Township. A new board game, " Xinfeng home-defense war board game" was created. Using game-based learning and a pre-test/post-test experimental design with a single group, the study involved 49 senior elementary students. Data were collected using a self-designed game learning objectives questionnaire and a questionnaire on knowledge, attitudes, and behaviors related to sustainable development (Michalos et al., 2011). The study aimed to explore the learning effectiveness of game-based learning on sustainable development.
Paired sample t-tests conducted using SPSS revealed the following results: (1) The " Xinfeng home-defense war board game" board game effectively achieved its game learning objectives; (2) Game-based learning through " Xinfeng home-defense war board game" improved senior elementary students' understanding of knowledge, attitudes, and behaviors related to sustainable development; and (3) localized versions of sustainable development-related board games can assist teachers in effectively using this teaching material in future classrooms. Based on the study results and experiences, suggestions for future curriculum design when implementing sustainable development-related board games are provided.

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