量子資訊與其相關物理概念是近代物理的重要內容之一，其中包含對疊加態、穿隧、糾纏等特性的理解，以及量子在科技的應用發展。然而，這些特性抽象難以理解，科技的應用也缺乏與學生生活的連結，致使學習動機低落，將使得量子資訊的學習成效有限。本研究將量子資訊融入LARP(Live Action Role Playing)，發展出教育型LARP (Edu-LARP)：「量子計畫」，期望透過LARP賦予參與者特定角色、情境，讓參與者暫時脫離現實環境的限制，在與其他角色互動、完成任務的過程中，逐步精熟量子資訊的概念，並在情境體驗的過程中，提高參與者對量子資訊三個不同層面的態度：認知、情意、行為。
本研究以高中生為對象，使用「前測-後測-延宕後測」之實驗設計，探討量子資訊融入LARP對學習成效的影響，分別於遊戲前後實施「量子資訊相關概念知識測驗」與「量子概念態度量表」，遊戲時長為5小時，並於全部活動結束後一個月統一進行延宕測驗，共回收有效問卷50份。量子資訊相關概念的知識層面的前-後測成對樣本t檢定、前-延宕測成對樣本t檢定皆呈現顯著差異，表示學生在完成活動後對量子資訊相關概念的理解有顯著成長，且能持續。態度的前-後測也呈現顯著差異，學生在完成活動後對量子資訊的態度三層面（認知、情意、行為）皆顯著提高，表示學生可以在有效學習量子資訊的前提下，增進學生對量子資訊的態度。另外，知識、態度與學生背景無一達到高度相關，由此可知本研究所調查之背景資料不足以對學生使用Edu-LARP進行學習產生限制。

Quantum information and its related physical concepts are a significant component of modern physics. It includes the understanding of phenomena such as superposition, tunneling, and entanglement, as well as the development of quantum applications in technology. However, these concepts are abstract and challenging to understand. The lack of connection between technological applications and students' daily lives results in low motivation for learning, which limits the performance of learning quantum information science. This study integrated quantum information into Live Action Role Playing (LARP) and developed an educational LARP (Edu-LARP) called “Quantum Project”. We assigned specific roles and scenarios to participants in LARP, allowing them to temporarily escape from the constraints of reality, interact with other roles, and gradually elaborate the concepts of quantum information. Moreover, it can enhance participants' attitudes toward quantum information in three dimensions: cognitive, affective, and behavioral.
The research object is targeted at high school students. We used the experimental design of “pre-test, post-test, delayed post-test” to explore the impact of integrating quantum information into LARP on learning performance. The “Quantum Information Knowledge Test” and the “Quantum Information Attitude Scale” were implemented before and after the game. The game lasted for 5 hours, and a delayed test was conducted one months after all activities were completed. A total of 50 questionnaires were collected. Paired t-tests were conducted for the pre- and post-tests of quantum information-related concepts, as well as for the pre- and delayed attitude tests, both revealing significant differences. This indicates that students' understanding of quantum information-related concepts has significantly and consistently improved after playing the game. The pre-and post-tests of attitudes also revealed significant differences in all three dimensions (cognitive, affective, and behavioral), indicating that students' attitudes toward quantum information were significantly improved after participating in this game. There is no strong correlation between knowledge, attitude, and students’ background. Thus, it can be seen that the students’ background investigated in this study is not sufficient to limit students' use of Edu-LARP for learning.

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