本研究旨在提出教育型實境密室逃脫 (Reality room Escape Game簡稱REG)之設計模式，現今教育多提倡從遊戲或從實做中學習，近年更有翻轉教室的出現，取代過去以「教」為主的授課方式，改以 「學」為中心，讓學生成為教育活動中的主角。而本研究在深入探討REG遊戲後，發現過去研究指出在 該遊戲過程中，參與者會對於所在空間中的特定主題產生強烈的熱情，而這樣的情緒反應也使玩家對於 遊戲裡面蘊含的知識感到有興趣，且REG所營造的空間更能讓學習者擁有身歷其境之感受，完整學習心流，符合現今社會所期望之教育模式。
本研究將REG應用於正式教育中，並以布魯姆教育目標分類學之「認知」為設計目標，結合教育遊戲之設計原則以及設計實境密室逃脫遊戲之流程，再經過專家訪談檢定與修正後，提出「教育型REG」之設計模式，得以將認知教育紙筆測驗題目，轉換成密室空間之謎題，並利用全新的設計模式建構出教育型REG空間，後續以實驗設計法讓學生實際參與其中，本次研究係以自然學科為設計主題，並以國小五年級學生為實驗對象，將學生分成實驗組以及對照組，交叉比對兩組學生之紙筆測驗成績，以及紙筆測驗人數比上教育型REG闖關逃脫人數之比例，用以驗證教育型REG之可行性及有效性。
本研究之實驗成果為，通過教育型REG之學生，其學習成效皆高於及格標準，而部分紙筆測驗高於及格標準之學生，卻不一定能通過教育型REG，這顯示教育型REG不但能測出不同學生於認知能力上之差異，也能培養學生具備學以致用之能力，再加上教育型REG關卡排列順序除了由簡單排到困難，也按照教科書上建構知識之方式排列，過程也能幫助學生建立更有系統之邏輯思維。

The purpose of this study is to propose a design model for educational REG (Reality room Escape Game). Nowadays, the idea of learning from games or learning by doing has become popular in education. The emergence of the flipped classroom model in recent years has further shifted instruction from a teacher-centered to a learner-centered model, making students the central focus of an educational activity. After a thorough research on REG, it is found that REG can strongly arouse participants’ passion for the particular theme of the space they are in, further increasing participants’ interests in exploring relevant knowledge. Besides, the space that REG creates can immerse the participants in the scene, and thus stimulate a flow. Such findings show that what participants can learn from REG concurs with what society expects learners to learn from education.
The attempt of this study is to incorporate REG into formal education by proposing a design model for educational REG. The taxonomy of educational objectives proposed by Benjamin Samuel Bloom, B. S. is examined first. After that, a design model for educational REG is developed based on the educational objectives in the cognitive domain, as well as the design principles for learning games, and the design procedures for REG. To ensure that the tasks generated by the design model can help replace cognitive ability tests, experts who have examined the model are interviewed. Following the interview, a revised design model and an experimental REG space that allows students to participate are created. The experimental subjects are fifth graders and they have to solve puzzles related to natural science in the experimental REG space. They are divided into two groups: an experimental group and a control group. The test scores and the ratio of the number of people passing the test to the number of people successfully “escaping” the reality room are being crossed-compared so as to prove the feasibility and validity of educational REG.
The experiment results show that students succeeding in educational REG space all pass the test that measures their learning effectiveness, while students passing the test don’t necessarily succeed in the REG space. The finding demonstrates that educational REG can not only measure how students differ in terms of their cognitive abilities, but also cultivate their abilities to use what they’ve learned. Moreover, the tasks in educational REG space are arranged based on difficulty levels (from easy to difficult) and the learning sequence in textbooks, which can help students develop a more systematic and logical way of thinking.

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