本研究以臺灣的瀕危物種石虎為人文與社會的探究議題，開發了一個名為《CityAuncel》的數位化人社議題探究遊戲；其旨在提升學生的數據解讀、跨學科問題解決能力以及探究式學習的實踐。研究者從政府公開平臺的真實開放式數據中，規劃與設計探究遊戲與視覺化數據，學生透過角色扮演、數據解析（水資源、土地資訊、動保資訊、林型植被）及小組合作等方式，探討社會發展與生態保育之間的平衡，並提出具體的行動方案。研究結果顯示，學生能夠有效分析視覺化的數據資料，並在解決問題時展現批判性思維和創造力。然而，學生在探究能力的展現差異不大，從假設問題到歸納與解釋皆略具挑戰，尤其是在整合多元數據並提出解決方案的過程，需要教師給予較多的引導。此數位探究學習模式強化了學生對於人社議題的敏銳度與觀點，為數位人文教育的課程活動設計與實施提供實證的研究。

This study is based on the endangered species, the Formosan leopard cat, as a topic of inquiry in humanities and social issues in Taiwan. It has developed a digital humanities and social issues inquiry game called “CityAuncel”. The game aims to enhance students’ data interpretation, interdisciplinary problem-solving skills, and inquiry-based learning practices. Researchers planned and designed the inquiry game and visualized data using real open data from government public platforms. Through role-playing, data analysis (water resources, land information, animal information, forest vegetation), and group collaboration, students explore the balance between social development and ecological conservation and propose concrete action plans. The results show that students can effectively analyze visualized data and demonstrate critical thinking and creativity in problem-solving. However, there is little difference in the display of students’ inquiry abilities, from hypothesizing problems to induction and interpretation, which are somewhat challenging. Especially in the process of integrating diverse data and proposing solutions, more guidance from teachers is needed. This digital inquiry learning model has enhanced students’ sensitivity and perspectives on humanities and social issues, providing empirical research for the design and implementation of digital humanities education curriculum activities.

數位化探究學習; 人社議題; 議題遊戲; 真實開放數據

digital inquiry-based learning; humanities and social issues; issue-based games; real open data