本研究旨在探討桌上遊戲如何有效融入國小藝術領域教學，進而提升學生 的學習動機、創作表達能力與在地文化認同。研究核心論述聚焦於視覺文化導 向的藝術教育與遊戲式學習的結合，期望透過遊戲機制與藝術創作任務的搭 配，引導學生主動觀察生活環境、理解文化符碼，並培養美感經驗與批判性思 維。 本研究採行動研究法，以新北市新莊區某國小四年級 23 位學生為對象， 實施為期 16 週的跨領域課程。課程設計依據十二年國教藝術課綱，規劃四大 單元，分別結合三款桌上遊戲《卡卡頌》、《環寶》與《美麗森林》，引導學 生進行空間建構、環保創作、生態觀察與原創桌遊設計等藝術實作活動。資料 蒐集方式包括課堂觀察、學生對話、學習單、問卷與訪談，並運用三角檢定法 進行質性與量化資料的交叉分析。 研究結果顯示，桌遊教學能有效提升學生的參與意願與學習動機，並促進 策略思考、美感知覺與創意表達之整合發展。課程內容具備高度整合性與創造 性，學生在學習過程中展現出主動表達與合作精神，同時逐步建立對家鄉環境 與文化的認同與關懷。本研究建議未來可持續優化創作任務設計與教師引導策 略，並發展模組化課程以利推廣，進一步擴展至其他年級與跨領域應用，深化 桌遊於藝術教育中的長效價值。

This study aims to explore how board games can be effectively integrated into elementary art education to enhance students’ learning motivation, creative expression, and local cultural identity. The research is grounded in the theoretical framework of visual culture-oriented art education, incorporating game-based learning as a pedagogical strategy. It seeks to guide students in observing their surroundings, interpreting cultural symbols, and cultivating aesthetic experiences and critical thinking through the combination of gameplay and artistic creation.
An action research methodology was adopted, targeting 23 fourth-grade students from an elementary school in Xinzhuang District, New Taipei City. Over a 16-week interdisciplinary course, the curriculum was designed in alignment with the 12-Year Basic Education Arts Curriculum Guidelines, comprising four thematic units. These units integrated the board games Carcassonne, Eco-Deve Lovement, and FOREST, and featured activities such as spatial construction, environmental art creation, ecological observation, and original board game design. Data were collected through classroom observations, student dialogues, worksheets, interviews, and questionnaires. Triangulation was employed to analyze both qualitative and quantitative data and enhance the validity of the findings.
The results indicate that board gamification of learning significantly increased students’ engagement and motivation, while fostering integrated development in strategic thinking, aesthetic perception, and creative expression. The curriculum demonstrated a high level of coherence and creativity. Throughout the learning process, students showed active expression, collaborative attitudes, and gradually developed a sense of environmental concern and cultural identity related to their community. The study suggests future efforts should focus on refining creative task design and instructional strategies, developing modular curriculum models, and extending the approach to other grade levels and interdisciplinary contexts to further realize the long-term value of board games in art education.