本研究旨在開發針對初級華語學習者之教育桌遊，並探討適用於對外華語教育桌遊之設計流程，並討論此教育桌遊作為教學媒體應用於以聽說教學法設計之課程，對於學習者之口語學習成效與心流體驗之效果。本研究採設計本位研究法（Design Based Research）進行研究設計，依循「準備」、「執行」、「評鑑」、「推廣」進行，「準備」階段根據過往文獻發現教育桌遊對於對外華語學習者學習有一定之效果，並根據Design Council（2018）提出之雙鑽石模組進行教育桌遊開發，「執行與評鑑」階段分為兩次循環，第二循環根據第一循環實施之情況進行調整，兩次循環之實驗對象為越南籍初級華語學習者，共 13 人，收集量化及質性資料，量化資料包括：口語學習成效測驗卷、心流量表、心流體驗狀態圖、心流體驗數線圖，質性資料包括：訪談資料、課後問卷資料，以相依樣本t檢定分析學習者之口語學習成效測驗卷，並以內容分析法分析質性資料，主要類別為「心流體驗」與「教育桌遊應用」。本研究之研究結果，(1)本研究根據雙鑽石模組歸納並結合本次開發之歷程，列出適用於教育桌遊之開發流程為「釐清教學目標及用途」：瞭解教學目標為何以及要如何應用該教育桌遊，「發展遊戲機制」：根據學科／語言學習方式發展遊戲機制並測試，「交付」：完成教育桌遊開發，(2)本研究所開發之教育桌遊作為教學媒體應用於以聽說教學法設計之課程能顯著提升學習者口語學習成效，(3)本研究所開發之教育桌遊作為教學媒體應用於以聽說教學法設計之課程能為學習者帶來高心流體驗，本研究建議未來能夠使用本研究之教育桌遊開發模式根據目前臺灣主流之教材內容進行開發，為一線華語教學者提供多元化的教學方式與討論，並能針對中級或高級學習者進行更深入的討論，進一步拓展教育桌遊於對外華語教學研究範圍之廣度。

This study aims to develop an educational board game for beginner-level learners of Chinese as a second language and to explore a suitable design process for educational board games in the context of Teaching Chinese as a Foreign Language (TCFL). It also investigates the effectiveness of incorporating the board game into a curriculum based on the audio-lingual method, focusing on its impact on learners’ oral proficiency and flow experience. The research adopts a Design-Based Research (DBR) methodology, following the four stages of "Preparation," "Implementation," "Evaluation," and "Dissemination." In the preparation phase, a review of previous literature confirmed the learning benefits of educational board games for TCFL learners. The game was developed using the Double Diamond model proposed by the Design Council (2018). The implementation and evaluation stages involved two iterative cycles. The second cycle was refined based on findings from the first. Participants in both cycles were 13 Vietnamese beginner-level Chinese learners. Both quantitative and qualitative data were collected. Quantitative instruments included an oral proficiency test, a flow state scale, a flow experience status map, and a numerical flow experience graph. Qualitative data included interview transcripts and post-class questionnaire responses. A paired-sample t-test was conducted to analyze changes in oral proficiency, while qualitative data were analyzed using content analysis, focusing on the categories of “flow experience” and “application of educational board games.” The results of the study are as follows: (1) A three-stage game development framework based on the Double Diamond model was proposed—namely, defining instructional goals and intended use, developing and testing game mechanics based on disciplinary or language-learning methods, and final delivery of the game product; (2) Integrating the developed board game into an audio-lingual teaching context significantly enhanced learners’ oral proficiency; (3) Learners reported high levels of flow experience during gameplay. The study suggests applying this development model to future educational board games based on mainstream Chinese teaching materials in Taiwan to offer diversified teaching strategies for front-line TCFL instructors. It also recommends expanding its application to intermediate and advanced learners, thereby broadening the scope of research on educational board games in the TCFL field.

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