「故事大師」—融合語文與情緒教育之聯想卡牌創意設計研究
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2025
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隨著近年桌上遊戲的蓬勃發展，其功能已逐漸超越娛樂用途，廣泛延伸至教育與多元應用場域。研究者自製的純文字卡牌桌遊「故事大師」，是一款結合語文創造力、遠距聯想能力與社會情緒學習（SEL）核心素養的敘事型教育桌遊，除了一般遊戲功能亦適用於學校課堂、親子互動以及教師研習等多元教學情境。本研究旨在探究使用者對「故事大師」的實際操作經驗與整體回饋，並以問卷調查法蒐集國小教師意見，涵蓋教學應用感受、操作難易度、美感設計與整體滿意度等面向。遊戲設計流程參考桌遊設計師 Matthew（2008）所提出的開發步驟，初期完成遊戲原型後，經專家審查與建議進行多次修正，最終完成具備教育功能的正式版本。透過實際試玩與教師回饋，本研究初步確認「故事大師」在語文與情緒教育教學上的可行性與發展潛力。其設計歷程與改良方式，亦可作為未來教育型桌遊開發者的實務參考。若能進一步出版推廣，將有望為語文與情緒教學領域提供更多元且富創意的教學資源，拓展其在教育現場的應用價值與可能性。
In recent years, the development of tabletop games has flourished, with their functions gradually expanding beyond entertainment to encompass educational and diverse applied fields. The researcher’s self-developed text-based card game, Story Master, is a narrative educational game that integrates language creativity, remote associative thinking, and the core competencies of Social and Emotional Learning (SEL). Beyond its recreational value, the game is designed to suit a variety of instructional settings, including classroom teaching, parent-child interaction, and teacher workshops.This study aims to explore users’ hands-on experiences and overall feedback on Story Master. A questionnaire survey was conducted to gather elementary school teachers’ perspectives on the game's educational application, ease of use, aesthetic design, and overall satisfaction. The game development process was guided by the framework proposed by board game designer Matthew (2008). After completing an initial prototype, the game underwent several rounds of expert evaluation and revisions, ultimately resulting in a finalized version with clear educational value.Based on playtesting and teacher feedback, this study preliminarily confirms the feasibility and potential of Story Master in the domains of language and emotional education. The design and refinement process may serve as a practical reference for future developers of educational tabletop games. If formally published and promoted, the game holds promise as a creative and versatile teaching resource, expanding its applicability and value in real-world educational contexts.
In recent years, the development of tabletop games has flourished, with their functions gradually expanding beyond entertainment to encompass educational and diverse applied fields. The researcher’s self-developed text-based card game, Story Master, is a narrative educational game that integrates language creativity, remote associative thinking, and the core competencies of Social and Emotional Learning (SEL). Beyond its recreational value, the game is designed to suit a variety of instructional settings, including classroom teaching, parent-child interaction, and teacher workshops.This study aims to explore users’ hands-on experiences and overall feedback on Story Master. A questionnaire survey was conducted to gather elementary school teachers’ perspectives on the game's educational application, ease of use, aesthetic design, and overall satisfaction. The game development process was guided by the framework proposed by board game designer Matthew (2008). After completing an initial prototype, the game underwent several rounds of expert evaluation and revisions, ultimately resulting in a finalized version with clear educational value.Based on playtesting and teacher feedback, this study preliminarily confirms the feasibility and potential of Story Master in the domains of language and emotional education. The design and refinement process may serve as a practical reference for future developers of educational tabletop games. If formally published and promoted, the game holds promise as a creative and versatile teaching resource, expanding its applicability and value in real-world educational contexts.
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故事, 卡牌設計, 桌遊, 遠距聯想, 社會情緒學習, story, card game design, board games, remote association, SEL (Social-Emotional Learning)