在資訊爆炸的數位時代，媒體素養教育廣受各國重視，瑞典哥德堡大學的報告更指出，台灣在受調查的國家之中，是接收境外假訊息最頻繁的國家，且已經蟬聯 10 年的冠軍，可見假新聞辨識議題在台灣的重要性。
為了探討遊戲式學習在假新聞議題對閱聽人假新聞意識、假新聞驗證行為與學習內在動機之影響，本研究採用由臺師大媒體素養教育基地授權之「標新立意」桌遊以及自行創建之「標新立意」元宇宙遊戲進行研究，並採用 3（學習方式：遊戲式學習－元宇宙遊戲 vs. 遊戲式學習—桌上遊戲 vs. 非遊戲式學習－文章）x2（假新聞議題態度高 vs. 假新聞議題態度低）的組間實驗設計，希望透過實驗法探討不同學習方式對閱聽人的影響，同時將假新聞議題態度納入研究，探討其調節作用是否對閱聽人產生影響。
研究結果顯示，相較於非遊戲式學習，遊戲式學習的受測者表現出更好的假新聞意識、假新聞驗證行為與學習內在動機，在遊戲式學習中，閱聽人使用元宇宙遊戲，在假新聞意識、假新聞驗證行為與學習內在動機均帶來更好的影響力。表示在媒體素養領域，遊戲式學習能帶來極佳的教育潛力，相較於傳統學習方式，更可以提高閱聽人的媒體素養，且沉浸性越高效果越佳。而學習方式透過假新聞議題態度的調節作用對於閱聽人的假新聞驗證行為及學習內在動機具有顯著影響，對於假新聞意識則未具有顯著影響。未來也可根據不同假新聞議題態度之閱聽人，選用不同的教材以提升假新聞驗證行為及學習內在動機；而無論閱聽人的假新聞議題態度如何，遊戲式學習均能帶給閱聽人較好的假新聞意識。

In the digital era of information explosion, media literacy education is highly valued globally. A report from the University of Gothenburg in Sweden pointed out that among the surveyed countries, Taiwan is the most frequent receiver of foreign misinformation and has held the championship for 10 consecutive years, highlighting the importance of fake news identification in Taiwan.
To explore the effects of game-based learning on the awareness of fake news, verification behaviors, and intrinsic motivation of news consumers, this study employed the board game "Innovative Ideas" authorized by the Media Literacy Education Center at National Taiwan Normal University, as well as a self-created "Innovative Ideas" metaverse game. The research employed a 3 (learning mode: game-based learning - metaverse game vs. game-based learning - board game vs. non-game-based learning - article) x 2 (attitude toward fake news issues: high vs. low) between-subjects experimental design. Through this experimental approach, the study aims to investigate the impact of different learning modes on news consumers, taking into consideration their attitudes toward fake news issues. Additionally, the study examines whether attitudes toward fake news issues have a moderating effect on the outcomes experienced by news consumers.
The results indicated that compared to non-game-based learning, participants in game-based learning exhibited better awareness of fake news, verification behaviors, and intrinsic motivation. Within game-based learning, news consumers using the metaverse game showed significantly better effects on awareness of fake news, verification behaviors, and intrinsic motivation. This suggests that game-based learning holds excellent educational potential in the field of media literacy. Compared to traditional learning methods, it can enhance the media literacy of news consumers, with higher levels of immersion yielding better results.
The moderating effect of learning methods through attitudes towards fake news issues had a significant effect on the verification behaviors and intrinsic motivation of news consumers, while it did not have a significant effect on awareness of fake news. Future research could consider tailoring materials based on news consumers' attitudes towards fake news issues to enhance verification behaviors and intrinsic motivation. Regardless of news consumers' attitudes towards fake news, gamified learning can contribute to a better awareness of fake news.

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