台灣早已邁入老化的社會，但是一般人對老年人的看法，大多還是停留在負面的刻板印象，老化體驗活動便是協助人們對老人之身心狀態有所體認的一種教育策略。而本篇之目的主要是了解某大學修讀老人學程之學生，在進行老化體驗後之學習成效，並作為未來老化教學之參考。老化體驗活動分三階段進行，階段一是簡介，階段二正式進入體驗活動，透過台灣一般老人生活的情境設計，讓老化學習能「還原於生活經驗中」，階段三為體驗後的討論，課後並請學生以體驗者及觀察者的角度來看老化體驗，並提出心得與感想。共收集63 份老人體驗心得及「老人體驗活動」第三階段的討論內容，採內容分析法進行資料分析，呈現出主題：模擬老化的體驗歷程，包括「進入老化的世界」、「當優勢不再是優勢—變身後的身體感官變化」、「其實你不懂我的心」、「自我鼓勵正向思考」、「負面感受油然而生」、「任務達成事倍功半」及「老化態度的改變」，並針對體驗學習成果及活動設計提出討論與建議。過程中參與者展現主動學習與參與、反思內省，及透過深思熟慮產生新的洞察力或知識，建立對高齡長者的同理心，並主動探討老化生活適應的難處與需求，部分同學並在體驗後主動應用於日常生活中。本篇可作為老人體驗活動在情境設計及討論時引發思考之參考。

Taiwan hasbecomeanaging society, butmostpeoplehavenegativeattitudes toward the elderly. An aging simulation program can be an educational strategy to change people's attitudes about aging. The purpose of this study was to determine the effectiveness of an aging simulation to enhance university students' attitudes toward the elderly, and provide the experience of teaching the aging simulation to others. There were 63 participates studying in a gerontology program who joined this exercise. The aging simulation included 3 phases: phase 1 was an introduction, phase 2 was the aging simulation, which was designed by examining lives of the elderly in Taiwan, and phase 3 was a post-simulation discussion. Ultimately, 63 post-simulation comments were delivered2weeks later. Weusedacontentanalysis to analyze the post-simulation comments and discuss the data. The results indicated that experience with the aging simulation process included: entry into the elderly's world; advantage no longer exist (experiencing declined functioning in elderly suit); you do not know what the exact assistance I need; self encourage a positive thinking; inducing a negative feelings about self; wasting time to finish tasks; and changes in attitudes towards aging. We then used the results to propose and discuss suggestions. During the activity, participants showed active learning attitudes and active participation. They used reflection and advisement, and produced new insights or knowledge, and sympathy. Moreover, they could actively understand the difficulties and needs of the aged's life. Some participants even applied these simulation experiences to their own lives. The findings of this study can provide teaching experiences to others who want to design an aging simulation.