衛生福利部保護司統計顯示，性侵害事件通報量攀升，急診護理人員需執行證物保全、依規採證、心理支持與通報安置等任務。然而，目前性侵害採證教育多依賴非同步教學影片與靜態教材，較少結合法規與臨床脈絡，亦欠缺互動與即時回饋機制，難以支持情境化與反覆練習。本研究設計一套以性侵害採證流程為主軸之數位教育遊戲，針對「教材缺乏國內臨床一致性」、「缺乏互動與即時回饋」、「缺乏情境化操作練習」三項訓練缺口加以改善，並探討其對急診護理人員學習成就、學習動機與心流體驗之影響。本研究採類實驗設計，以北部某醫學中心急診室36位護理人員為樣本，運用學習成就測驗、學習動機量表及心流體驗量表評估。研究結果顯示，數位教育遊戲介入後之學習成就顯著高於介入前，學習動機亦達統計顯著提升，顯示遊戲化教材有助於提升性侵害採證相關知識與學習意願。在心流體驗方面，樂趣、專注與控制三構面皆達中高程度，反映學習者對流程具有良好掌握與投入。整體而言，本研究發展之性侵害採證數位教育遊戲，能有效提升急診護理人員之學習成效、學習動機與心流體驗，並補強現行教材在國內臨床情境、互動回饋與情境化練習上的不足，可作為未來規劃護理在職教育與數位教材開發之參考。

Statistics from the Department of Protective Services, Ministry of Health and Welfare, indicate that sexual assault cases in Taiwan are increasing. Emergency department nurses have to preserve forensic evidence, collect specimens as per standard protocols, provide psychological support, and complete reporting and placement procedures. However, current educational approaches to forensic examination after sexual assault mainly rely on asynchronous videos and static materials that are insufficiently aligned with domestic laws and clinical contexts and lack interaction and immediate feedback, hindering fully contextualized, repeated practice. Thus, we developed a digital educational game centered on forensic examination after sexual assault to address three key training gaps: limited consistency between training materials and local clinical practice, lack of interaction and immediate feedback, and insufficient opportunities for contextual operational practice. A quasi-experimental one-group pretest-posttest design was adopted. The study sample comprised 36 emergency nurses from a medical center in northern Taiwan. Learning achievement, learning motivation, and flow experience were evaluated using a knowledge test, a learning motivation scale, and a flow experience scale. Postintervention learning achievement scores were higher than preintervention scores. Overall learning motivation increased significantly after the game-based intervention, indicating increases in both domain-related knowledge and willingness to learn. Regarding flow, the dimensions of enjoyment, concentration, and control all reached medium to high levels, suggesting good mastery of and engagement with the learning process. Overall, the digital educational game effectively improved emergency nurses’ learning outcomes, learning motivation, and flow experience and compensated for current training materials’ limitations related to local clinical contextualization, interactive feedback, and contextual practice. These findings may guide future in-service nursing education and digital curriculum development.