| Summary: | 碩士 === 淡江大學 === 教育科技學系碩士班 === 104 === If students always use the same way, such as rote memorization, to review what have learned in class, their motivation might be decreased during the review process. Moreover, students’ attention is distracted by more and more after-school activities, which further resulted in their neglect of reviewing tasks. The research aims to design a board game centering on the question-generation learning strategy, which may create an innovative way to help students to review the learned contents. The design-based research method is adopted and two stages of formative evaluation were conducted. First, three experts were invited to evaluate the overall game design and determine whether the student question-generation strategy is well-integrated into the game. Second, ten college students were invited to play the game. Their satisfaction with the game, strategies used and flow experience were collected and analyzed. The finding indicated that the experts were satisfied with game design and agreed that the question-generation strategy was well integrated into the game. Furthermore, the players show high satisfaction toward the game and the question-generation strategy. Last, the players show flow experience with the average score above 4 in the aspect of fun, concentration and control.
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