以認知理論設計素養導向迷你教育遊戲：「微翻轉遊戲式學習模式」在教學現場的推廣與研究

Designing Literacy Oriented Mini Educational Games with Cognitive Theory: The Promotion and Research of “Mini-flip Game-based Learning Model” on Teaching Spots

「微翻轉遊戲式學習模式」為臺灣科技大學迷你教育遊戲團隊所提出，強調考量認知理論，設計20分鐘內的迷你遊戲式教學活動來提升與延伸師生內在動機，並促成學生自學過程中完整且高層次的認知思考歷程，從而有效培育許多重要關鍵素養能力。本文針對此遊戲式學習教學模式的緣起、在教學現場的推廣，以及相關的遊戲案例與行動研究成果現況等進行簡介與說明，並針對教師運用的經驗談進行調查與討論。本文最後則進一步說明此模式在研究與推廣方面的未來展望。

“Mini-flip game-based learning model” proposed by Mini Educational Game development group of National Taiwan University of Science and Technology, emphasizes designing mini games (within 20 mins) for teaching activity with cognitive theory. Through this model, both teachers and students’ intrinsic motivation will be enhanced and extended; meanwhile, it will facilitate students’ intact and high level cognitive thinking process in self-learning, and cultivate many important key literacy capabilities by mini games. This paper elaborates the origin of mini flip game-based learning model, the promotion on teaching spots, the case of related game, and the research result action research; moreover, teachers’ experience of using game will be investigated and discussed. The article further illustrates the expectation of Mini flip game-based learning model in research and promotion aspect.