在當今社會，關係教育對於個人成長、心理健康以及建立健康的親密關係至關重要，它有助於培養人們之間的互信、尊重和溝通能力，促進家庭、友誼和愛情關係的和諧發展。國際組織和各國教育部門開始重視其價值，紛紛將關係教育納入教育體系中。近年來世界各國皆陸續更新課綱，將關係教育列入國民教育中的必修課程。目前，關係教育主要以課堂講授為主，然而，許多學生對教師傳授性教育和關係教育表現出較少的興趣。在關係教育中，遊戲輔助教學作為創新的教學方法，除了能夠提高學習者的動機，激發他們持續參與學習的意願，並可促進他們進行討論和理解他人觀點。遊戲輔助愛情依附教學若能結合了科技和心理學知識，透過情境模擬和等方式，可望有助於學習者思考個人問題並感受他人，進而提高他們的興趣和參與度。

因此，本研究設計一結合概念鷹架與診斷鷹架的愛情依附教育遊戲，透過生活化的擬真情境讓學習者沉浸其中，並學習愛情依附知識。本研究採準實驗設計，公開招募了 64 名學習者，並分為兩組：實驗組（具備多維度鷹架遊戲）；控制組（無多維度鷹架遊戲）。本研究針對兩組學習者在學習成效、心流、敘事移轉、活動焦慮、學習動機以及行為模式方面進行分析。根據研究結果，兩組學習者在學習成效皆有顯著進步，此外，在心流、敘事移轉、活動焦慮以及學習動機皆有顯著高於量表中位數。組間比較部分，實驗組在心流子維度–自成的目標有顯著高於控制組。此結果表示此遊戲學習可以提升學習者的學習成效、學習動機，在遊戲時可以達到一定的心流及敘事移轉，而實驗組學習者在有概念鷹架與診斷鷹架的輔助之下，追求尋求挑戰及追求目標的感受顯著高於控制組學習者。另外，行為模式分析的結果顯示，兩組皆是在閱讀過故事文本後進行行動選擇，而實驗組學習者在行動選擇前會反覆使用概念鷹架。根據遊戲體驗與鷹架使用的回饋，學習者表示遊戲的劇情設計非常貼近現實生活，使得學習者更容易與遊戲中的情節產生共鳴並建立情感連結，幫助他們了解自己的依附風格，而且能夠引起學習者對自己行為的思考和反思。多數實驗組學習者認為概念鷹架能幫助他們更容易理解和判斷他人，診斷鷹架的即時回饋有助於調整行動選擇傾向。整體而言，本研究發現遊戲式學習對學習關係教育具有潛在的效益，建議未來可以發展關係教育不同面向的議題，以探討遊戲式學習對於關係教育的影響。

In the current society, relationship education is essential to personal growth, psychological well-being and the development of healthy intimate relationships. It helps to develop mutual trust, respect and communication skills among people, and promotes the harmonious development of family, friendship and love relationships. International organizations and ministries of education are beginning to appreciate its value and are including relationship education in their education systems. In recent years, countries around the world have been renewing their curriculums to include relationship education as a required part of national education. However, many students show less interest in teachers teaching sex education and relationship education. In relationship education, game-assisted teaching is an innovative teaching method that not only enhances students' motivation and engagement in learning, but also facilitates discussion and understanding of others' perspectives. Game-assisted love attachment teaching may combine technology and psychological knowledge to help students think about their personal problems and feel for others through contextual simulations and other methods, thus enhancing their interest and participation.

Therefore, this study developed an educational game that combines conceptual scaffolding and diagnostic scaffolding to allow students to learn about love attachment through a realistic and life-like situation. In this study, 64 participants were recruited in a quasi-experimental design and divided into two groups: the experimental group (game with multidimensional scaffolding) and the control group (game without multidimensional scaffolding). This study was conducted to analyze the learning effectiveness, flow, narrative transportation, activity anxiety, learning motivation, and behavior patterns of the two groups. According to the results of the study, both groups showed significant improvements in learning effectiveness. as well as significantly higher than the median of the scale in flow, narrative transportation, activity anxiety, and learning motivation. In terms of between-group comparisons, the experimental group showed significantly higher results than the control group in the subdimension of flow - autotelic experience. This result indicates that the game-based learning can enhance learning effectiveness, motivation, and achieve certain level of high flow and narrative transportation during the game, and the experimental group students showed significantly higher feelings of seeking challenges and pursuing goals with the assistance of conceptual scaffolding and diagnostic scaffolding than the control group students. In addition, the results of the behavioral pattern analysis showed that both groups made action choices after reading the story, while the experimental students repeatedly used the conceptual scaffolding before making action choices. Based on the feedback from the game experience and the use of the scaffolding, the students indicated that the design of the game is very close to real life, which makes it easier for the students to relate to the plot of the game and establish an emotional connection, helping them to understand their attachment style and causing them to think and reflect on their own behaviors. Most students of the experimental group felt that the conceptual scaffolding helped them to understand and judge others more easily, and the immediate feedback of the diagnostic scaffolding helped to adjust the action selection orientation. Overall, this study found that game-based learning has potential benefits for relational education and suggested that different aspects of relational education could be developed in the future to explore the impact of game-based learning on relational education.

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