本研究旨在探討將基於錯誤的問題解決教學與數位問題解決遊戲相結合，對學生災害管理知識、問題解決能力和學習投入的影響。參與者是印尼一所私立高中的 52 名 11 年級學生，他們遊玩 《停止災難！》（Stop Disasters!）的數位遊戲，遊戲中實驗組學生（n = 27）接受基於錯誤的問題解決（Error-based Problem-Solving）教學引導，而對照組學生（n = 25）則接受傳統的問題解決（Conventional Problem-Solving）教學引導。本研究以災害管理知識測驗在前測、後測與延宕測實施，並以紙本學習單於遊戲前、後評量問題解決能力，於課後以問卷調查學習投入情形。研究顯示，結合基於錯誤的問題解決或傳統問題解決教學引導結合數位遊戲，皆可以增強學生對災害管理知識的獲取和保留，而且接受基於錯誤的問題解決引導的學習者，在知識獲取方面優於對照組。儘管 兩組的問題解決技能都提升，但 接受基於錯誤的問題解決引導的組別在問題解決能力方面優於對照組組，且前者比後者在認知和社會參與表現出更高的學習投入。本文還討論將基於錯誤的教學與數位遊戲相結合的益處。

This study aimed to investigate the effect of integrating error-based problem-solving instruction with a digital game on students’ disaster management knowledge, problem-solving skills, and learning engagement. The participants were 52 grade 11 students from a private high school in Indonesia who utilized a digital game namely Stop Disaster!. Students in the experimental group (n = 27) were placed in the error-based problem-solving (EPS) instructional condition, and their cohorts in the control group (n = 25) received the conventional problem-solving (CPS) instruction. An instrument on disaster management knowledge was implemented as pre-, post-, and delay tests. Students’ responses to the worksheet while playing the game before and after the intervention were scored using rubrics of problem-solving skills. A learning engagement survey was implemented at the task completion. The effect of the EPS instruction was examined by comparing the two groups. The results of the study indicated that integrating EPS or CPS instruction with playing a digital game enhanced knowledge acquisition and retention of disaster management knowledge, and the EPS group outperformed their cohorts in knowledge acquisition. In addition, the EPS group demonstrated superior problem-solving skills than the CPS group, despite both groups had shown skill improvement. Moreover, the students in the EPS group perceived a higher level of learning engagement than those in the CPS group, particularly in term of cognitive and social engagement. The benefits of integrating error-based instruction with a digital game were discussed.

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