現今的國小技能教育評量大多為直接評斷技能表現，常會導致只注重成果而忽略的學習過程，缺乏對學生是否對於該技能之認知是否有正確的理解的評斷手法，並且在評斷學習表現時，也常出現月暈效應、邏輯謬誤等誤差判斷，容易讓學習者有著「成績才是一切」的錯誤認知，運用錯誤的手段只為了獲取和同儕相比較高的分數。同時，學科與學科之間界線將趨向模糊，學習者應具備將既有知識運用於新情境中的能力。為了替現今困境找出解決方案，本研究透過文獻探討將近年興起的實境密室逃脫特性及流程與教育界的課程設計方法參考並擷取優點產出流程，並且蒐集技能向度學習之理論探討其學習過程之要素，經與專家討論後，整合提出技能導向實境密室逃脫設計模式。
實驗設計之部分，為驗證其具可行性及有效性，首先透過實際運用模式製作題目及關卡，接著進行專家訪談、問卷調查、實體模型製作及數據蒐集進行驗證，並選定能夠彰顯技能表現的國小健康與體育學科為主軸，採定體適能中的仰臥起坐為主題設計，基於安全、身體及心靈發展等考量決定國小五年級學童作為主要研究對象。實驗結果顯示，於空間中，15位受試者於技能教育密室逃脫空間確實能達到基礎技能考試的功效，增加對該彰顯技能學科之知識測試，得知技能教育密室逃脫模式具有可行性。
在實驗後進行對國小教師進行問卷調查，蒐集31份有效問卷，教師認為，透過本研究，能夠跳脫以往體能教育中以等級分等、教學者主觀評斷的方式，幫助學科與學科之結合，由此確立了技能教育密室逃脫流程的有效性。
本流程的設計能夠幫助設計者及教師尋找技能的重要學習要素、塑造故事學習情境，更容易找出能夠將個別學科互相連結的知識，達成與未來教育接軌的目標。

The current evaluation of psychomotor education in elementary schools often only assesses psychomotor performance, which often leads to emphasis on results as opposed to the learning process and lacks an assessment strategy that determines whether students have the correct understanding of the psychomotor concept. In addition, halo effect and logical fallacy, among other assessment errors, often occur when determining students’ learning performance, which can easily result in learners having the misconception that “grades are everything” and to students using the wrong means just to achieve a better grade than their peers. At the same time, as there is a tendency of the distinction between school subjects becoming fuzzy, learners needed to have the ability to apply previously learned knowledge into a new environment. In order to find solutions for the current problems, this study will conduct a literature review to investigate the characteristics of and the process surrounding the recent emergence of reality room escape games in conjunction with curriculum planning in the education domain, and take those benefits to produce some course of action. Furthermore, the study will gather the theories of psychomotor learning to examine the key elements of such learning process. And upon consulting some experts, I will compile all the data to propose a design model for a psychomotor education-based reality room escape game.

In terms of designing the experiment, the study will first create questions and game stages through an actual procedural model in order to verify its practicability and effectiveness. What follows will be an interview with experts, distribution of questionnaires, physical model design, and data gathering to conduct verifications. In addition, the study will select the health and physical education curriculum from the elementary school level – which can demonstrate psychomotor performance – as the main point of reference, and set the sit-up exercise in the physical fitness program as the theme for design. The decision to use Grade 5 students as primary research subjects is based on concerns regarding safety, and physical and psychological development. Results from the experiment show that, within the experimental space, 15 participants were able to achieve effective results of the basic psychomotor test in the psychomotor education-based escape room game, and that increasing the knowledge test regarding the highlighted psychomotor education reveals that model of reality room escape game for psychomotor education has practicability.

After the experiment had been conducted, questionnaire surveys were conducted on elementary school teachers, with 31 effective questionnaires being returned for collection. Teachers thought that, through the help of this study, the usual grading method or reliance on teacher’s assessment in physical education could be avoided, and that various school subjects were able to integrate with each other which verifies the effectiveness of the game model for the psychomotor education-based escape room game.

The design of this process can help teachers and designers search for important learning objectives of psychomotor education and create an environment of learning through stories, and it can make looking for the knowledge that links each individual subjects easier, achieving the objective of merging with the education of tomorrow.

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