隨著桌上遊戲結合教學應用的興起，教師擁有自行開發桌上遊戲的能力，顯 得十分重要且需求迫切。本研究以教學者為設計者及遊戲引導者的面向切入，以 使用者中心設計（ user-centered design ）概念作為桌遊設計的方法論，並輔以情 境故事法（ Scenario ）為設計引導，透過「桌遊設計x 科普共玩工作坊」的舉行， 實踐、檢視此設計流程的執行成效。據此觀察基礎下，進而提出「教育型桌遊設 計循環模式」’將桌遊設計畫分為五個設計階段，分別為：任務分析、設計發想、 機制創造、原型實作、遊戲測試，對應五目標任務為：觀察、角色設定、情境故 事、視覺化、評估。期望作為未來教師進行遊戲設計時的方法參考與建議基礎， 並藉此為國內教育型桌遊的發展帶入不同的觀點和經驗。

As the combination of board games and teaching applications emerges, it is both important and urgent for teachers to own the ability to develop board games by themselves. This study presented the entry point of treating teachers as designer or game guiders, adopting the notion of user-centered design as methodology and coupled with Scenario as the design guidance. Through the "Board Games Design x Science workshop", the effectiveness of this design process will be practiced and reviewed. Thus, according to this basis of observation, the "Loop Mode of Educational Board Games Design" is prompted to divide the board games design into 5 phases, which are: task analysis, creative design, mechanism creation, prototype implementation and game test. Correspondingly, the five goals of the tasks are: observation, role setting, scenario, visualization and evaluation. This paper is expected as the reference and advice for future teachers to work on game design, and to imbue various viewpoints and experience into the development of Taiwan educational board games.