防災教育是一項相當重要的工作，本研究選用桌上遊戲作為教學工具，發 展防災議題桌遊：「天有異象」。基於教學現場中，每周課程沒法使用需時較長 的桌遊，因此更彈性的桌遊模組是必須的。針對當中的防災知識架構，將本防 災桌遊模組化，發展遊戲時長較合適一節課的兩個桌遊模組，分別為「減災及 復原模組」，以及「整備及應變模組」，各模組遊玩時間為一小時，以及包含完 整減災、整備、應變、復原災害管理階段的「天有異象」，遊玩時間為兩小時， 一共三個模組。
本研究的對象為新北市的中學生，分為三個實驗組，第一組先遊玩「減災及復原模組」，然後遊玩「整備及應變模組」；第二組，以相反的順序使用與第 一組相同的模組；第三組遊玩「天有異象」模組。針對防災知識、態度和策略 做前後測比較，結果顯示先使用「整備及應變模組」，後使用「減災及復原模 組」組別防災知識有顯著提升；態度則均沒有顯著差異；而各組防災策略皆有顯著提升。本研究提供了模組化桌遊的方法及其可行性。

Disaster prevention education is a very important task. In this study, board games are used as teaching tools to develop board games on disaster prevention issues: "HOPE." Based on the teaching site, using board games often take a long time and cannot be used in weekly courses. So it is necessary to have more flexible board game modules. In view of the disaster prevention knowledge structure, this disaster prevention board game is modularized, and two board game modules whose game duration is more suitable for one lesson are developed, namely " mitigation and recovery module" and "preparedness and response module." The play time of each module is one hour. The third module is the entire game, "HOPE," it includes complete mitigation, preparedness, response, and recovery disaster management stages. The play time is two hours. As the above, there are three modules in total.
The subjects of this study are middle school students in New Taipei City. They are divided into three experimental groups. The first group played the "disaster mitigation and recovery module" first, and then played the " preparedness and response module"; the second group played in reverse order with the first group; the third group played the entire "HOPE" module. Pre- and post-test comparisons of disaster prevention knowledge, attitudes and strategies were used in this study. The result shows that disaster prevention knowledge was significantly improved in the groups that used the “preparedness and response module” first, and then the “mitigation and recovery module.” However, there was no significant difference in attitudes. The disaster prevention strategies have been significantly improved. This study provides an approach to modular board games and their feasibility.

Alexander, D. E. (2007). Misconception as a barrier to teaching about disasters. Prehospital and Disaster Medicine, 22(2), 95-103.
Baytiyeh, H. (2018). Can disaster risk education reduce the impacts of recurring disasters on developing societies? Education and urban society, 50(3), 230-245.
Chen, H.-R., & Lin, Y.-S. (2016). An examination of digital game-based situated learning applied to Chinese language poetry education. Technology, Pedagogy and Education, 25(2), 171-186.
Cheng, P.-H., Yeh, T.-K., Tsai, J.-C., Lin, C.-R., & Chang, C.-Y. (2019). Development of an issue-situation-based board game: A systemic learning environment for water resource adaptation education. Sustainability, 11(5), 1341.
Chu, Y.-M., Chang, T.-C., Tsai, C.-C., & Lin, H.-L. (2018). Study of disaster prevention education for senior vocational high school sustainable campus in Taiwan. Paper presented at the 2018 IEEE International Conference on Advanced Manufacturing (ICAM).
Eisenack, K. (2013). A climate change board game for interdisciplinary communication and education. Simulation & Gaming, 44(2-3), 328-348.
Goldschmid, B., & Goldschmid, M. L. (1973). Modular instruction in higher education: A review. Higher education, 2(1), 15-32.
Izadkhah, Y. O., & Hosseini, M. (2005). Towards resilient communities in developing countries through education of children for disaster preparedness. International journal of emergency management, 2(3), 138-148.
Juan, Y.-K., & Chao, T.-W. (2015). Game-based learning for green building education. Sustainability, 7(5), 5592-5608.
Mayer, B., & Harris, C. (2010). Libraries got game: Aligned learning through modern board games: American Library Association.
Mossoux, S., Delcamp, A., Poppe, S., Michellier, C., Canters, F., & Kervyn, M. (2016). Hazagora: will you survive the next disaster?–A serious game to raise awareness about geohazards and disaster risk reduction. Natural Hazards and Earth System Sciences, 16(1), 135-147.
Rahmawati, R., Lestari, F., & Umam, R. (2019). Analysis of the effectiveness of learning in the use of learning modules against student learning outcomes. Desimal: Jurnal Matematika, 2(3), 233-240.
Rosenberg, M. J., Hovland, C. I., McGuire, W. J., Abelson, R. P., & Brehm, J. W. (1960). Attitude organization and change: An analysis of consistency among attitude components.(Yales studies in attitude and communication.), Vol. III.
Russell, J. D., & Lube, B. (1974). A Modular Approach for Developing Competencies in Instructional Technology.
Shaw, R., Kobayashi, K. S. H., & Kobayashi, M. (2004). Linking experience, education, perception and earthquake preparedness. Disaster Prevention and Management: An International Journal.
Shaw, W. S., & Goff, J. (2016). Misrepresentation in tsunami warning signage: iconic denial. GeoJournal, 81(3), 333-336.
Tsai, J.-C., Cheng, P.-H., Liu, S.-Y., & Chang, C.-Y. (2019). Using board games to teach socioscientific issues on biological conservation and economic development in Taiwan. Journal of Baltic Science Education, 18(4), 634.
Tsai, M.-H., Wen, M.-C., Chang, Y.-L., & Kang, S.-C. (2015). Game-based education for disaster prevention. AI & society, 30(4), 463-475.
Zhu, T.-T., & Zhang, Y.-J. (2017). An investigation of disaster education in elementary and secondary schools: evidence from China. Natural hazards, 89(3), 1009-1029.
土石流防災資訊網(2005)。災害管理四階段。 取自 https://246.swcb.gov.tw/Info/Disaster_admin
王筱妮、梁淑坤(2018)。桌遊融入國小三年級數與計算課程之設計與反思。臺灣數學教師，39(2)，23-49。
吳靖國、許育彰、張正杰(2014)。十二年國教海洋能源模組化特色課程研發之啟示。教育資料與研究(115)，47-76。
李文正(2015)。104 年度防減災及氣候變遷調適教育計畫推動辦公室期末報告。教育部委託專案報告。中興工程顧問。
林妤蓁、陳凱旋、柳婉萍(2015)。防災教育融入休閒防災素養之成效探討-以台南市土城國小高年級為例。中華防災學刊，7(1)，63-72。
林明瑞、孔崇旭、楊鈞嵐(2014)。101 年度校園師生防災素養檢測計畫。教育部委託專案研究期末報告(編號：101-0146637)。
社團法人美國消防工程師學會台灣分會(2013)。建立我國推動防災教育策略之研究。
姜欣妤、鄭兆尊(2019)。全球暖化下臺灣颱風的未來變遷。取自 https://tccip.ncdr.nat.gov.tw/km_newsletter_one.aspx?nid=20190902095355
范丙林(2011)。國立臺北教育大學發展學校重點特色計畫案成果報告書-桌上遊戲應用於環境教育之研究。
高翠霞、高慧芬、許惠閔、蔡宜臻(2020)。日本防災教育及其在社會教科書之設計――以東京書籍版本為例。 Journal of Textbook Research, 13(2)。
教育部（2017）。十二年國民基本教育課程綱要—議題融入說明手冊。臺北市：教育部。
陳介宇(2010)。從現代桌上遊戲的特點探討其運用於兒童學習的可行性。國教新知，57(4)，40-45。
陳亮全、李清勝、游保杉、游繁結、溫國樑、歐陽嶠暉、蔣偉寧、林峰田、黃宏斌(2008)。生活防災。國立空中大學。
楊禮黛、林煜廷、陳盈奇、張梅鳳、陳鴻仁(2017)。應用生活情境體驗學習模式 探討國中數學畢氏定理學習成效之研究。中等教育，68(3)，53-67。
詹孟傑(2020)。桌遊融入教學之省思。臺灣教育評論月刊，9(5)，118-124。
蔡易輯、古智雄(2011)。八八水災中氣象預報準確嗎?—從新聞傳播與學校教育談氣象素養。教育與多元文化研究(4)，259-301。
鄭秉漢、蔡仁哲、陳仕燁、張俊彥(2020)。從桌上行為流向生活習慣: 水資源議題桌遊之設計與成效。環境教育研究，16(1)，1-36。
盧秀琴(2006)。教學模組設計的特質及其功能的分析以一個另有概念改變的教學模組發展為例。取自: http://www.phy.ntnu.edu.tw/nstsc/pdf/book6/02.pdf
賴慶三、楊繼正(2001)。國小自然資源教學模組的發展研究。國立台北師範學院學報，互，4，673-704。
羅綸新(2001)。教育學程 [環境倫理] 教學模組設計-一則大學教師行動研究報告。課程與教學，4(4)，59-75+ 168。