在氣候變遷與經濟快速發展之挑戰下，全民在水資源調適素養的教育應該更加被重視。而桌遊的角色扮演能讓學習者更加融入到學習情境中。不過，不同角色扮演之差異可能會讓學習者在遊戲進行中產生不同的行為。因此，本研究利用桌遊的方式，欲測試桌遊對於學生在水資源調適議題學習是否有幫助，並且在遊戲情境中學生是否有行為上的改變，以及學生所扮演的角色是否影響了學生的行為。
本研究以桌遊｢藍晶方舟｣為教學工具，結合了科學與社會之系統，以水資源調適在台灣的運作為背景進行施測。研究對象為21位大學生，遊戲前將學生分為兩大組，各組在細分為｢政府｣、｢工科｣、｢農牧｣及｢人民公會｣等四種組織角色進行遊玩。其中，政府扮演政策制定的角色，工科與農牧扮演產品生產的角色，而人民公會扮演人力供給的角色。遊戲過程中，各組織會面臨四大調適面向之下的不同課題。評量工具採用水資源調適素養量表、水資源調適概念圖、桌遊行為自評表及角色投入反思單等。本研究將利用成對樣本t檢定、共變數分析及內容分析等進行資料分析。
本研究得到結果如下：(一)玩完遊戲後，學生在水資源調適議題知識、態度及行為表現有顯著差異；(二)遊戲中人際之互動有利於學生角色觀點之形成；(三)不同的角色扮演會影響學習之結果。

Under the challenge of climate change and rapid economic development, the education of all people in the literacy of water resources adaptation should be paid more attention. The role-playing of board games can make learners more integrated into the learning situation. However, differences in different role plays may allow learners to produce different behaviors during the game. Therefore, this study uses the method of table games to test whether board games are helpful for students to study on water resources adaptation issues, and whether students have behavioral changes in the game context, and whether the role played by students affects students' behavior.
This study uses the board game <Water Ark> as a teaching tool, combines the science and society system, and conducts tests based on the operation of water resources adaptation in Taiwan. The study consisted of 21 college students. The students were divided into two groups before the game. Each group was divided into four organizational roles: “Government”, “Agricultural sector”, “Industrial sector” and “Public guild”. During the game, organizations will face different topics under the four major adaptation. The assessment tool uses “Literacy Scale”, “Concept Map”, “Behavioral Self-assessment”, “Reflection List”. This study will use paired sample t-test, ANCOVA and content analysis for data analysis.
The results obtained in this study are as follows:(1) After the game is finished, students have significant differences in knowledge, attitudes and behavioral performances in water resources adaptation issues.(2) The interpersonal interaction in the game is conducive to the formation of the student's role view.(3) Different role plays will affect the outcome of learning.

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