歷史教育正面臨著挑戰，在常見的講述式教學法下，即便教師清楚地將歷史知識傳達給學習者，但仍可能因為互動性不足、缺乏先備知識等原因，導致學習者不易對歷史產生興趣、學習動機較低。而遊戲式學習能促進學習者對於教學內容的興趣，學習者能投入、沉浸於學習環境當中；此外，角色扮演教育遊戲能提高互動性，使學習者參與度更高、學習動機提升，若結合真人NPC(真人Non-player character)的機制，甚至能使學習者產生歷史神入，進而促進學習者對於歷史人物的理解、歷史事件的感受。

本研究開發了一款真人NPC線上角色扮演歷史教育遊戲，有別於一般的教育遊戲，遊戲中由真人扮演NPC角色，並由於遊戲中提供多維度鷹架，搭配擬真的故事劇情與歷史場景。本研究採取線上招募的方式進行，實驗組、控制組各有30名，共60名對於歷史有興趣的受試者參與本研究。本研究探討學習成效、心流、活動焦慮、遊戲接受度、遊戲元素、歷史神入、鷹架有用性、遊戲擬真度以及遊戲行為模式。本研究結果顯示學習者在歷史教育遊戲活動下，歷史知識的學習成效達到顯著進步，且心流狀態方面，實驗組的學習者顯著大於中位數，控制組也是同樣的結果。兩組之間比較下，子維度「失去時間感」達到顯著差異，推測因為實驗組學習者於遊戲中進行活動，由於遊戲擬真度、與角色的互動等等，產生失去時間的高度投入感。遊戲接受度、遊戲擬真度的分數也顯著高於中位數。本研究發現真人NPC線上角色扮演歷史教育遊戲能促進學習者的歷史神入現象，在認知和情意的神入皆產生正面影響。研究結果顯示，本遊戲能在「歷史語境化」與「觀點採納」與「情感聯繫」方面讓學習者產生歷史神入此外，多維度鷹架於遊戲中被注意到的比例很高，且有高度的有用性。本研究也針對學習者的活動過程進行影像編碼，並進一步分析學習者協作學習的行為模式。

History education is facing the challenge that even if teachers clearly convey history knowledge to learners under the common lecture-based teaching, learners may still be less interested and motivated due to lack of interactivity or prior knowledge. Game-based learning can promote learners' interest in the content, and learners can be engaged and immersed in the learning environment In addition, role-playing educational games can increase interactivity and make learners more involved and motivated. Also, if combined with the mechanism of real person-NPC (Non-Player Character), they may even make learners become generate history empathy, thus promoting learners' understanding of historical figures and historical events.

This study developed an online role-playing history educational game with real person-NPC, which is different from general educational games in that real people play the roles of NPC and provide a multi-dimensional scaffolding with realistic story and historical scenes. This study was conducted by online recruitment, there were 60 subjects that were interested in history participating in this study, with 30 participants in the experimental group and 30 in the control group. This study explored learning effectiveness, flow status, activity anxiety, game acceptance, game elements, historical empathy, usefulness of scaffolding, game realism, and game behavior patterns. The results of this study showed that the learners' history knowledge improved significantly under the history educational game activities, and that the learners in the experimental group were significantly larger than the median in terms of flow status, and the same results were found in the control group. The significant difference between the two groups was the sub-dimension " The transformation of time". It was speculated that the learners in the experimental group were engaged in activities in the game, due to game realism, the interaction with the characters, so they had a transformation of time. The scores of game acceptance and game realism were also significantly higher than the median. This study found that online role-playing history education games with real person-NPC promoted learners' history empathy, with positive effects on both cognitive and affective immersion. The results of the study showed that the game could generate historical fascination in "historical contextualization" and "perspective taking" and "affective connection" for the learners. In addition, multi-dimensional scaffolding was noticed in the game at a high rate, and there was a high degree of usefulness. This study also coded images of learners' activity processes and further analyzed the behavioral patterns of learners' collaborative learning.

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