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悅趣化學習是一個具有潛力和重要性的教學策略，對於現代護理教育和臨床實務具有深遠的影響，透過悅趣化教學的創新思維和多元化應用，可以促進學生的學習動機，提高教學效果，並有效培養護理人員的專業能力和自主學習能力。悅趣化學習策略的有效性在於其能夠吸引學習者並提升其學習動機，這對於現今偏好視覺性資訊的年輕世代尤其重要，悅趣化教學通過提供刺激性、真實性和樂趣性的學習體驗，有助於護理人員理解複雜的護理知識與技能。悅趣化教學具有多樣性，包括桌上型遊戲、密室逃脫遊戲、數位互動教學工具、模擬遊戲、行動嚴肅遊戲和虛擬實境遊戲等，這些工具不僅可以增強學生的學習成效和技能，還能夠提升其問題解決能力、溝通技巧，並幫助他們應對臨床照護中的各種挑戰。

本研究目的在探究多媒體遊戲教材教學方案對於國小五年級學童之學習成效。本研究以「碳足跡」為主題開發設計數位多媒體遊戲教材，實驗組學童接受多媒體遊戲教材教學，對照組學童則接受紙本教科書教學，受測人數為兩班普通班級，共計60位學童。研究結果顯示：實驗組學童經遊戲教材介入課程後，整體學習成效以及在各項受測學童群組分類（高、低分組與是否經常使用3C產品之分類組別）的數據都優於對照組，且實驗組經遊戲教材介入課程後之得分成長幅度的增加皆達到顯著水準。另一方面，透過文字轉化為圖像的多媒體遊戲教材，實驗組在後測考卷的問答題部分，應答架構與思路較使用文本教材的對照組為佳；而學童經由情境模擬與角色扮演的方式完成遊戲關卡、學習碳足跡知識，此學習方式不但能讓學童將遊戲內容對應至本身的日常生活，也能在遊戲過程中檢視自己的學習程度，得到立即的回饋與成就感；根據實驗結果顯示，本研究開發之多媒體遊戲教材教學有助於國小五年級學童之碳足跡知識的學習

本研究目的在探究多媒體遊戲教材教學方案對於國小五年級學童之學習成效。本研究以「碳足跡」為主題開發設計數位多媒體遊戲教材，實驗組學童接受多媒體遊戲教材教學，對照組學童則接受紙本教科書教學，受測人數為兩班普通班級，共計60位學童。研究結果顯示：實驗組學童經遊戲教材介入課程後，整體學習成效以及在各項受測學童群組分類（高、低分組與是否經常使用3C產品之分類組別）的數據都優於對照組，且實驗組經遊戲教材介入課程後之得分成長幅度的增加皆達到顯著水準。另一方面，透過文字轉化為圖像的多媒體遊戲教材，實驗組在後測考卷的問答題部分，應答架構與思路較使用文本教材的對照組為佳；而學童經由情境模擬與角色扮演的方式完成遊戲關卡、學習碳足跡知識，此學習方式不但能讓學 童將遊戲內容對應至本身的日常生活，也能在遊戲過程中檢視自己的學習程度，得到立即的回饋與成就感；根據實驗結果顯示，本研究開發之多媒體遊戲教材教學有助於國小五年級學童之碳足跡知識的學習。 The purpose of this study was to explore the effects of educational role-playing and simulation games in the specific context of carbon footprint curriculum designed for primary school students. A total of 60 primary school students were classified into two groups. The participants in the experimental group (30 students) were taught using a multimedia game and the participants in the control group (30 students) were taught using a textbook. The results showed that the experimental group demonstrated a greater improvement in general carbon footprint knowledge and in each separate learning unit (Grads level and using 3C product) than the control group did. Additionally, according to the experimental process and results, the students in the experimental group displayed more favorable thinking structures and learning attitudes toward carbon footprint topics than the control group did. All results indicated that game-based learning involving role-playing and simulation was a helpful component of carbon footprint curriculum.

Serious games are increasingly popular in multiple fields, including education and environmental engagement. We conducted a systematic review to examine the reasons for this increasing popularity, the features of successful serious games and the current trend of serious games application in environmental education. Our systematic search revealed 56 records of papers (from years 2009 to 2023) on the use of serious games for environmental education. Thirty‐five were published in the recent 5 years reflecting a growing interest in this area. The games were aimed at imparting knowledge (N = 28), changing attitude (N = 28) and changing behaviour (N = 19). Reasons for the increased application of serious games include the raising awareness on serious games and growing investment in serious games development and research, as well as better technological access through mobile devices. Successful serious games exhibit the following features: an immersive experience, meaningful engagement, a learn‐by‐doing involvement, simulation of real‐world environmental problems, autonomy in game decisions and the presence of a guiding host. This review also revealed two categories of digital serious games: computer games (N = 14) and mobile apps (N = 11), and three categories of physical games: board games (N = 6), card game (N = 1) and role‐playing games (N = 2). The gaps include (1) the lack of in‐game experience data that limits our understanding of the impacts of commercial games, (2) variation in game experience and conservation experience among participants and how this translates to the impacts of serious games, and (3) lack of understanding of how the effects of serious games with high complexities on adults learning. Serious games are increasingly being digitised and moving towards location‐based games, alternate reality, augmented reality and virtual reality. These games can facilitate interaction between learners and the natural environment, and in turn strengthen environmental awareness and appreciation. A review of 56 research studies on games used for environmental education revealed that the popularity of games is due to raising awareness, growing investment and better technological access. Successful games are ones that are immersive, have meaningful engagement, involve learning‐by‐doing, simulate the real world, give choices in decisions and have a host. Increasingly being digitised, online games provide a real‐world reality online and enable learners to interact with the natural environment, in turn strengthening their environmental appreciation. Practitioner points We conducted a review of the topic ‘serious games for conservation education’ and revealed that games are beneficial for learning and for increasing proenvironmental attitude and behaviour. These outcomes are due to the immersion, meaningful engagement, learn‐by‐doing involvement, simulation of real‐world environmental problems, autonomy in game decisions and the presence of a guiding host. Games are increasingly being digitised and this facilitates learners interacting with the natural environment. Plain language summary Games are increasingly used for environmental education. We conducted a review of 56 research studies on this topic and we revealed that the popularity is explained by raising awareness on games, growing investment in game development and research, as well as better technological access through mobile devices. Successful serious games exhibit the following features: immersive experience, meaningful engagement, a learn‐by‐doing involvement, simulation of real‐world environmental problems, choices in game decisions and the presence of a host. Currently, we improve our understanding about the effects of commercial games, how the game and educational experience varies with socioeconomic factors and the effects of complex games on adult learning. Serious games are increasingly being digitised, providing a real‐world reality online. These games enable learners to interact with the natural environment, and in turn strengthen their environmental appreciation. 摘要 严肃游戏在教育和环境保护等多个领域越来越受欢迎。本文综述分析了严肃游戏日益流行的原因、特点，以及严肃游戏在环境教育中的应用趋势。经过系统的检索，得到56篇发表于2009年至2023年的关于环境教育的严肃游戏相关文章，其中有35篇发表于最近5年，表明人们对该领域的兴趣日益浓厚。这些游戏旨在传授知识（N=28）、改变态度（N=28）和改变行为（N=19）。严肃游戏日益流行的原因包括人们对严肃游戏的认识逐渐提高，严肃游戏开发和研究投资的增加，以及更好的移动设备访问技术。成功的严肃游戏具有以下特征:沉浸式体验、深度参与、边做边学、模拟现实世界的环境问题、游戏决策的自主性，以及游戏主持人的帮助。本综述研究了两类数字严肃游戏:电脑游戏（N=14）和移动应用程序游戏（N=11），以及三类实体游戏:棋类游戏（N=6）、纸牌游戏（N=1）和角色扮演游戏（N=2）。本研究的不足之处包括（1）缺少游戏体验数据，这限制了对商业游戏影响的理解，（2）参与者之间游戏体验和保护体验的差异，及其如何转化为严肃游戏的影响，（3）对复杂的严肃游戏如何影响成人学习缺乏了解。严肃游戏越来越多地数字化，并转向本地游戏、平行世界、增强现实和虚拟现实。这些游戏可以促进学习者与自然环境的互动，增强环保意识，提升环境欣赏力。【审校:刘光裕】 实践者要点 本文综述了严肃游戏在保护教育中的应用，发现严肃游戏有利于学习、可增强亲环境态度和行为。 严肃游戏的成功归结于沉浸式体验、深度参与、边做边学、对现实世界环境问题的模拟、游戏决策的自主权，以及游戏主持人的帮助。 游戏越来越数字化有助于学习者与自然环境互动。 通俗语言摘要 游戏越来越多地运用于环境教育。本文综述了关于该主题的56项研究，发现游戏受欢迎的原因是人们对游戏认识的提高、游戏开发和研究投资的增加，以及更好的移动设备访问技术。成功的严肃游戏具有以下特点:沉浸式体验、深度参与、边做边学、模拟现实世界的环境问题、游戏决策的自主权和游戏主持人的帮助。本研究促进了对商业游戏影响的理解，揭示了游戏和教育体验随社会经济因素而变化的特点，以及复杂游戏对成人学习的影响。严肃游戏日益数字化，提供现实世界的真实感。这些游戏促进了学习者与自然环境的互动，提升了他们对环境的欣赏力。

Background: Vivid trauma-related intrusions are a hallmark symptom of posttraumatic stress disorder (PTSD), and may be involved in its onset. Effective interventions to reduce intrusions and to potentially prevent the onset of subsequent PTSD are scarce. Studies suggest that playing the videogame Tetris, shortly after watching aversive film clips, reduces subsequent intrusions. Other studies have shown that taxing working memory (WM) while retrieving an emotional memory reduces the memory's vividness and emotionality. Objective: We developed TraumaGameplay (TGP), a gaming app designed to reduce intrusions. This paper describes two successive experiments to determine whether playing TGP without memory retrieval (regular TGP) or TGP with memory retrieval (dual-task TGP) reduces intrusion frequency at one week compared to a no-game control. Method: For both experiments, healthy university students were recruited. Experiment 1: 92 participants were exposed to a trauma film and randomized to (1) regular TGP1 (n = 31), (2) dual-task TGP1 (n = 31) or (3) control (n = 30). In experiment 2, 120 healthy students were exposed to a trauma film and randomized to (1) regular TGP2 (n = 30), (2) dual-task TGP2 (n = 29), (3) recall only (n = 31) or (4) control (n = 30). Results: We found no significant difference between conditions on the number of intrusions for either playing regular TGP or dual-task TGP in both experiment 1 and experiment 2. Conclusion: Our results could not replicate earlier promising findings from preceding experimental research. Several reasons may underpin this difference ranging from the visuospatial videogame used in our experiments to the method of the experiment to the difficulties of replicability in general.