關係教育是人類生活能力的一環，關係教育不僅僅是人與人的社會互動，同時也與人類的健康息息相關。而愛情成癮是人類關係中的一環，愛情成癮指的是人對戀愛關係的過度依戀，其表現類似於藥物成癮與戒斷。近年來愛情成癮越來越受到重視，在心理學與臨床醫學界越來越多的研究針對愛情成癮的行為表現與治療方法進行探討。而在關係教育界中卻鮮少教導學生認識愛情成癮的研究，將愛情成癮的相關知識傳授給學生有其重要性，讓學生認識愛情成癮，並藉此讓學生有機會自我覺察是否深陷其中，與熟知求助管道。
本研究設計了搭配鷹架導向心智工具之遊戲化愛情成癮教學活動，透過遊戲化機制中的卡片與積分機制搭配擬真情境進行教學，並使用心智工具提供概念鷹架與反思鷹架幫助受試者學習。本研究採準實驗研究法，招募了 80 名受試者，並將其分成控制組 (傳統遠距教學組，共26人)，實驗組A (遊戲化學習活動包含概念鷹架，共29人) 與實驗組 B (遊戲化學習活動包含概念鷹架與反思鷹架，共25人)，三組皆為小組協作學習。本研究針對三組在愛情成癮知識的學習成效、動機與焦慮進行分析，而兩組實驗組會額外進行心流、行為模式與鷹架使用經驗進行分析。結果顯示：三組在教學活動後學習成效皆有提升。而兩組實驗組的動機顯著高於控制組，三組在學習活動中皆呈現低焦慮。兩組實驗組在學習活動中皆有一定程度的高心流，從行為模式分析及鷹架使用經驗分析可以發現兩組實驗組皆在學習活動的討論中發現受試者有將教學活動的情境與真實生活經驗做連結，並指出概念鷹架與反思鷹架對他們的學習是有助益的，且反思鷹架也有助於促發學生閱讀更多概念鷹架以促進學習的完整性。整體而言，本研究發現遊戲化學習搭配心智工具對學生學習關係教育有正向幫助，未來建議可發展關係教育中不同議題的教學研究與開發搭載更多樣化鷹架的心智工具。

Relationship education is a part of human life skills. Love addiction is a part of human relationships. Love addiction means that a person is overly attached to a relationship and its manifestations are similar to drug addiction and withdrawal. There is less research in the relationship education that teaches students about love addiction. It is important to teach students about love addiction so that they can understand it and have the opportunity to be self-aware of whether they are in it or not, and to be familiar with ways to get help.
This study designed a gamified love addiction learning activity with a scaffold-oriented mind tool. The cards and points mechanism in the gamification mechanism were used to teach with realistic situations, and the mind tool provided a conceptual scaffold and a reflective scaffold to help the participants learn. This study was conducted using a quasi-experimental method. In this study, 80 participants were recruited and divided into control group (traditional distance learning group with 26 participants), experimental group a (gamified learning activities including conceptual scaffolding with 29 participants) and experimental group B (gamified learning activities including conceptual scaffolding and reflective scaffolding with 25 participants), all three groups were collaborative learning. Three groups were tested for learning achievement, motivation, and anxiety in learning activities for love addiction, while two experimental groups were tested for flow, behavioral patterns, and use experiences of scaffolding. The results showed that all three groups had improved learning achievement after the learning activities. The motivation of the two experimental groups was significantly higher than that of the control group, and all three groups showed low anxiety during the learning activities. Both experimental groups had a certain degree of high flow during the learning activities. From the behavioral pattern analysis and the use of the scaffolding, it was found that both experimental groups found that the participants had connected the contexts of the learning activities with their real-life experiences during the discussion of the learning activities, and that the conceptual scaffolding and the reflective scaffolding were beneficial to their learning, and the reflective scaffolding also helped to motivate students to read more conceptual scaffolding to promote the completeness of their learning. Overall, this study found that gamified learning with the mind tool had positive effects on students' learning about relationship education, and future research is suggested to develop teaching research on different issues in relationship education and develop mind tools with more diverse scaffolding.

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