| 英文摘要 |
Integrating three elements of reality games into the development of a project named “Exploring Mackay’s Footprints,” this research investigates how reality games can be used in off-campus teaching to deepen students’ engaged learning and understanding. After the implementation the three elements of reality games, namely, puzzle solving, embodied experience and group performance into designing the off-campus teaching project, the students’ learning performances were examined. The opinions and feedbacks of students, teachers, and volunteer parents were collected through observations, interviews and document analysis. Qualitative research approach was adopted into data collection, analysis and interpretation. The research results include, firstly, three elements of reality games and one digital puzzle-solving technique comprised in the project, secondly, multi-faceted engagements shown during students’ learning targets, learning processes, themes, relationships, and the human environment, and thirdly, multi-faceted understandings of explanation, interpretation, application, perspective, and empathy achieved from students’ inquiry. Finally, the article ends with six practical wisdoms for competence-based curriculum and proposal of teaching design.
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