密室逃脫是一種「真人版的團隊遊戲，玩家在其中發現線索並且要解決謎題……為了完成特定目標，通常是要在有限的時間內逃離房間。」而教育版密室逃脫遊戲已被證明是一種有價值的教育方法，它鼓勵教師為學生應用密室逃脫創造遊戲內容並讓學生一起玩。也就是說，對內容的興趣和對遊戲的興趣可能在影響學生的學習效果方面發揮著重要作用。本研究以特質激活理論作為基礎，旨在探究融入國中歷史科目Holiyo遊戲中學生的暗黑人格、出題興趣、遊戲興趣、心流體驗和學習價值之間的關係。研究工具是暗黑人格量表、出題量表、遊戲興趣量表、心流體驗量表、學習價值量表以及通過比較前測和後測了解學生的學習成效。
本研究使用準實驗研究設計之單組前後測研究設計與問卷調查法，藉由立意抽樣，選取新北市某公立國中七年級及八年級學生共計263位為研究對象。本研究透過Amos 20與SPSS 23進行驗證性因素分析，並重新檢驗信效度，再以結構方程模型來驗證研究假設。研究結果顯示：（一）暗黑人格與出題興趣、遊戲興趣之間具有負相關。（二）出題興趣與心流體驗無顯著相關。（三）遊戲興趣與心流體驗之間具有正相關。（四）心流體驗與學習價值之間具有正相關。（五）然而，學習價值與學習成效無顯著相關。（六）暗黑人格在不同背景變項間皆具有顯著差異，例如不同性別在出題興趣具有顯著差異。

Escape rooms are “live-action, team-based games where players discover clues, and solve puzzles… in order to accomplish a specific goal, usually escaping from the room, in a limited amount of time.” An educational escape room has been proven to be a valuable approach in education that encouraged teachers to apply escape room for students to create gaming contents and give peers to play. That is, interest in posing contents and gameplay interest may play an important role that affect the learning effectiveness of students. Drawn on trait activation theory, this research aims to explore the relationship between students' dark personality, interest in posing question, gameplay interest, flow experience and learning value in a Holiyo game which embedded history subjects of middle school. The research questionnaires are Dark Personality Scale, Question Interest Scale, Gameplay Interest Scale, Flow Experience Scale, Learning Value Scale, and Learning Effectiveness which comparing pre-test and post-test.
In this study, a single-group quasi-experimental research design was used in the pre-experimental research design, and a total of 263 seventh- and eighth-grade students from a high school in New Taipei City were selected as the research samples. Moreover, AMOS 20 and SPSS 23 were used for confirmatory factor analysis, reliability and validity were re-tested, and structural equation modeling was used to verify the research hypothesis. The results show that: (1) Dark personality can be negatively predicted by interest in posing game contents and by gameplay interest. (2) Interest in posing game contents cannot significantly predict flow experience. (3) Gameplay interest can positively predict flow experience. (4) Increasing participants’ flow experience will increase their perceived learning value. (5) However, there is no significant correlation between learning value and learning outcome. (6) The dark personality has significant differences among different background variables, for example, there are significant differences between different genders in the interest in posing game contents.

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