本研究旨在探究如何應用整合桌上遊戲引起學習動機的優勢，以及情境式解謎對培養問題解決能力的啟發性，採創新的遊戲機制設計，將情境式解謎、桌上遊戲、資訊科學概念相互結合，前後歷經五年多階段桌遊的研發努力後，開發了「解碼傳說」解謎桌遊。本遊戲透過謎題融入遊戲中的冒險故事，引發學習者主動探索演算邏輯的動機，並在合作學習的情境下，增進對於資訊概念的認識，進一步強化問題分析解決的能力，培養資訊素養中至關重要的運算思維能力。
為了解「解碼傳說」解謎桌遊的實際成效，本研究在正式課程以外的延伸學習活動中進行實驗，以台灣北部一所國小六年級139位學生為研究對象，將參與學生隨機為兩組，實驗組學生通過合作遊玩「解碼傳說」桌遊學習，對照組學生則在課堂講述中學習與「解碼傳說」相同的資訊科學概念。本研究採量質化混和方式，透過測驗與自評量表收集量化資料，評量學生在使用「解碼傳說」前後的運算思維變化，並蒐集學生遊玩「解碼傳說」感受的質性資料交叉比對。研究成果要點歸納如下：
1. 「解碼傳說」有助於提升學習者的運算思維測驗表現。
2. 學習者在遊玩「解碼傳說」後，展現更願意解決困難問題的意願。
3. 學習者認為「解碼傳說」有其難度，但仍對本遊戲抱持高度評價與再玩之意願。
由本研究結果可知，「解碼傳說」以解謎遊戲為基底的設計，增進了學生解決資訊邏輯問題的能力，及更好的運算思維表現。有別於過往程式桌遊與電腦程式編寫以「指令建構」的學習模式，「解碼傳說」透過引人入勝的遊戲體驗，提供了一項創新有效的學習途徑，豐富了資訊素養的培養方式。期望「解碼傳說」能作為未來運算思維桌上遊戲的良好典範，未來能應用於更廣泛的相關學習情境。

This study aims to explore how the integration of board games can be leveraged to enhance learning motivation and how situational puzzle-solving can inspire the cultivation of problem-solving abilities. Through an innovative game mechanism design that combines situational puzzle-solving, board gaming, and information science concepts, a puzzle board game named "Co-Decode" was developed. This game utilizes puzzles embedded within an adventure story to provoke learners' motivation to actively explore computational thinking.
To assess the practical effects of "Co-Decode," an experiment was conducted outside regular classes as an extended learning activity with 139 sixth-grade students from a school in Northern Taiwan. Participants were randomly divided into two groups, with the experimental group learning through cooperative play with "Co-Decode," and the control group learning identical information science concepts through classroom lectures. Adopting a mixed-methods approach, quantitative data were gathered through tests and self-assessment forms to gauge the changes in students' computational thinking before and after using "Co-Decode." Qualitative data were also collected to cross-reference students' opinion about playing the game. Key findings include:
1. "Co-Decode" contributes to enhancing learners' performance in computational thinking tests.
2. Upon playing "Co-Decode," learners demonstrate an increased willingness to tackle challenging problems.
3. Although recognizing the difficulty of "Co-Decode," learners still highly appreciate the game and express a desire to play it again.
The results reveal that "Co-Decode," founded on a puzzle-solving game design, has improved students' capabilities in solving information logic problems and enhanced computational thinking performance. Diverging from previous learning modes using programming board games and computer coding through "instruction construction," "Co-Decode" offers an engaging gaming experience as an innovative and effective learning pathway, enriching methods for nurturing information literacy. It is anticipated that "Co-Decode" will serve as a commendable model for future computational thinking board games, with potential applications in broader relevant learning scenarios.

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