有鑑於大環境的改革以及Z世代學生的學習需求與特性與以往世代有所不同，遊戲式學習逐漸受到各國重視，其中注重高情境、高互動的密室逃脫教學更是備受矚目。基於上述研究背景，本研究旨在發展一套國中七年級密室逃脫融入國文教學課程，並探討課程實施後，對學生的國文學習成效、學習動機、創造力之影響。研究採前實驗單組前後測設計，研究對象選擇新竹縣某私立學校之國中七年級38名學生，並實施8週8節課的密室逃脫課程，採混合研究進行量化和質性資料的對照分析，量化工具包含國中國文學習動機量表、新編創造思考測驗等等、第一次期中考測驗卷、期末考測驗卷。質性資料則包括學生課後回饋單、教師課後訪談。本研究結果顯示：
一、所有學生都認為密室逃脫課程對國文科學習有所幫助。
二、有超過半數的同學喜歡密室逃脫融入國文教學。
三、有超過半數的同學認為經過密室逃脫課程後，自身創造力有所提升。
四、學生在經過密室逃脫融入國文教學後，學習成效顯著下降。
五、學生在經過密室逃脫融入國文教學後，學習動機顯著上升。
六、學生在經過密室逃脫融入國文教學後，創造力顯著上升。
基於本研究之研究成果，研究者進一步提供實務與研究上的關聯，供未來從事密室逃脫融入國文教學之教育者與研究者參考。

This study aimed to explore the effects of integrating room-escape game elements into Chinese language instruction for seventh-grade students. A mixed-methods design was employed to evaluate changes in students' academic achievement, learning motivation, and creativity. The participants were 38 students from a private junior high school in Hsinchu County, who received eight sessions of room-escape game-based Chinese instruction over eight weeks. The results showed a significant increase in students' learning motivation and creativity after the intervention. However, students’ academic achievement significantly declined, suggesting a mismatch between engagement and actual test performance. This study offers valuable insights for educators seeking to integrate game-based learning into language instruction.

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