決策力的養成是未來十年內各領域都十分重視的項目，然而鮮少有學校直接教授與培養學生決策相關的技能，而隨著COVID-19的疫情大流行，遠距離線上協作問題解決也儼然逐漸成為教學趨勢。因此本研究根據遊戲式學習，設計了一款情境式遠距角色互動協作之決策力訓練遊戲--《小筑失蹤案》，遊戲式學習擁有寓教於樂的效果，能促進學習者對於學習目標產生興趣並加強其學習的動機與投入程度。此外，遊戲中也結合了RNPC(Real person Non-Player-Character)為主的多維度鷹架，透過互動的方式作為動態鷹架，給予學習者適時的引導與支持。
本研究透過線上招募的方式作為遊戲受試者的來源，本研究總共招募到了63位，以3人為一組共21組的學習者，其中實驗組為33人(共11組)而控制組為30人(共10組)，其中實驗組為有加入RNPC的組別，控制者則沒有加入RNPC，除此之外兩組所進行的遊戲皆相同。本研究欲探討決策表現、動機、心流狀態、鷹架有用性、擬真度、遊戲接受度、遊戲設計元素、活動焦慮、決策歷程與決策行為模式，並針對有無RNPC進行比較。本研究結果顯示學習者在決策表現與活動焦慮上，實驗組的表現皆顯著高於控制組，而兩組在遊戲中的動機、心流狀態、擬真度、遊戲接受度、遊戲設計元素、決策歷程等分數也都顯著高於量表的中位數。此外，本研究也進行了各依變量的相關分析，並發現RNPC鷹架與心流狀態、遊戲接受度與決策歷程有顯著的高度正相關，而鷹架有用性分析的結果也顯示本研究所提供的多維度鷹架對於學習者是有用的。最後根據兩組的學習者在決策行為模式上之差異，我們發現RNPC的加入或許能夠促進學習者在遊戲中彼此之間的協作與對於問題的反思，且能夠降低學習者在文字鷹架中的焦慮感，並能適時的在學習中給予一定程度的焦慮感，並進而提升其學習表現。

The development of decision-making skills is an area of great importance in the next decade, yet few schools are directly teaching students decision-making related skills, and with the COVID-19 pandemic, remote collaborative problem solving is becoming a trend in teaching. Therefore, this study designed a contextual remote role-based interactive collaborative decision-making game, " The Case of the Missing Xiaozhu", based on game-based learning. Game-based learning has a fun and educational effect that promotes learners' interest in learning objectives and enhances their motivation and engagement in learning. In addition, the game also incorporates the multi-dimensional scaffolding mechanism and RNPC (Real-person Non-Player-Character) as the main scaffolding, which is used as a dynamic scaffold through an interactive way to provide learners with timely guidance and support.
A total of 63 learners were recruited in groups of 3 for a total of 21 groups, and divided into 11 experimental groups and 10 control groups. The experimental group was the group with RNPC and the control group was the group without RNPC, otherwise both groups played the same game. This study explored decision performance, motivation, flow status, scaffolding usefulness, realism, game acceptance, game design elements, activity anxiety, decision process and decision behavior patterns, and to compare them with and without RNPC. The results of this study showed that the experimental group performed significantly better than the control group in terms of decision making and activity anxiety. The scores of motivations, flow status, realism, game acceptance, game design elements, decision making process were also significantly higher than the median of the scale for both groups. In addition, the correlation analysis of each dependent variable was also conducted, and the RNPC scaffolding was found to be highly positively correlated with flow status, game acceptance, and decision-making process, and the results in scaffolding usefulness showed that the multidimensional scaffolding provided in this study is useful for learners. Finally, based on the differences in decision-making behavior patterns between the two groups, we found that the addition of RNPC may facilitate the collaboration between learners and their reflection on problems in the game, and may reduce learners' anxiety in the scaffolding of text, and provide a anxiety in learning and further enhance their learning performance.

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