遊戲是什麼？遊戲與社會有什麼關聯？遊戲可以改變世界嗎？
一般以為，遊戲只是孩童用來打發時間的東西，成人如果玩了太多遊戲，就會被視為不夠成熟、遠離現實、逃避責任、不事生產等等。或是認為，儘管遊戲可以釋放壓力、帶來歡笑、聯絡感情，但是畢竟不夠正經、與知識無關、甚至會落入資本主義的商業消費邏輯。因此，玩玩就好，切勿沉迷。對於社會科學來說，倘若知識得以透過實踐介入社會，構思Erik Olin Wright所謂的「真實烏托邦」，也就是更好的社會，那麼除了審議民主、參與式預算、團結經濟、藝術介入社會等等，是否存在著其他的可能性，能夠在社區營造與地方創生的宏大課題之下，形構創新實踐的另類想像？
本課程嘗試另一種不同的思考與實作，也就是「遊戲」。遊戲並非外於日常生活，它正是構成人類文明與社會關係的核心要素。一如文化史家Johan Huizinga所主張，「處於最初階段的文明乃是被遊戲出來的。它不是像嬰兒從子宮脫離出來那樣從遊戲中產生出來的，而是在遊戲中並做為遊戲產生出來且永遠也不脫離遊戲的。」因此，舉凡語言、體育、法律、戰爭、知識、詩歌、神話、哲學、藝術等等，都是遊戲在人類文明與文化中的具體展現。更進一步來說，遊戲乃是「一種完全有意置身於『日常』生活之外的、『不當真的』（not serious）但同時又強烈吸引遊戲者的自由活動。它是一種不與任何物質利益相聯繫的活動，從它那裡無利可圖。它按照固定的規則並以某種有序的方式活動在它自己的時空範圍內。它促進社會團體的形成，這些團體喜歡用詭祕的氣氛包裹自己，同時傾向於以喬裝或其他方式強調他們與普通世界的不同。」這意謂著在遊戲之中，遊戲者可以感受到不同於日常生活經濟行為邏輯之外的世界觀，能夠在遊戲過程中發揮自身的感性創造力，甚至能夠在遊戲過程中與他人建立社會連結。
職是之故，本課程希望充分探討與試驗「遊戲」做為社會創新實踐的可能性，並且在課程中充分結合遊戲元素，寓教於樂，玩轉社會。本課程雖以關注社會議題與社會創新實踐為主，但課程內容將跨領域涉及到空間建築、文史考察、藝文創作、產業經濟、社群治理、以及遊戲設計，因此歡迎各系所專業的同好者一起加入。課程將分為三大部分依序進行：
（一） 第一部分介紹「遊戲」概念在人文社會科學中的相關討論，包括哲學、歷史、社會學、心理學、人類學等面向之意涵。並且搭配社會設計的思維，在跨學科的思維碰撞激盪之中，學習社會創新實踐的各種可能。課程亦將援引介紹國內外各種相關案例加以介紹，以期拓展課程參與者的思考視野。
（二） 第二部分則引領課程參與者進入社區場域展開考察。本課程主張，社會科學的知識學習，不能夠脫離於社會現實的認識，因此這階段的課程將帶領課程參與者前往臺中市中區（舊城區），結合相關的遊戲設計，活化課程參與者的感官體驗能力，讓課程參與者對於社區場域有更進一步的認識，並在走踏場域的過程中理解自己的生活世界，察覺周遭的社會議題。
（三） 第三部分則基於各組自行選定的場域議題，構思並設計能夠反映議題的遊戲，遊戲類別將鼓勵以戶外實境遊戲為主（但不侷限於此）。為了協助課程參與者順利製作遊戲，課程亦將邀請校外專家學者與專業團隊，針對遊戲設計的各環節進行指導。期末並鼓勵課程參與者邀請校內師生一起來玩遊戲，在遊戲的過程中進行社會實踐。What is a game? What does a game have to do with society? Can games change the world?
Generally speaking, games are just things that children use to make time. If adults play too many games, they will be regarded as immature, remote from reality, evading responsibility, not producing, etc. Or think that although games can release pressure, bring laughter, and contact feelings, they are not serious, have nothing to do with knowledge, and even fall into capitalist business consumption logic. Therefore, just play and don’t indulge. For social science, if knowledge can be able to intervene in society through practical research and to conceive what Erik Olin Wright calls a "real Utopia", that is, a better society, then besides appraisal democracy, participation in budgeting, group economy, art involvement in society, etc., are there other possibilities that can form an alternative imagination of innovative reality under the grand topic of community-building and local creation?
This course tries to another different thinking and practice, which is "game". Games are not beyond daily life, they are the core element of the relationship between adult civilization and society. As cultural historian Johan Huixinga advocated, "Civilization that is in the first stage is produced by the game. It is not produced from the game like a baby is dismissed from the Zigong Palace, but is produced in the game and never leaves the game." Therefore, language, sports, law, war, knowledge, poetry, mythology, philosophy, art, etc. are concrete manifestations of the game in human civilization and culture. Going further, the game is "a kind of "unreal" that is completely intentional outside of "everyday" life (not Serious) but also strongly attracts the free activity of the gamers. It is an activity that does not connect with any material interests, from which it is unprofitable. It is active in its own time and space scope in a fixed rule and in an orderly manner. It promotes the formation of social groups, which prefer to use a sensible atmosphere to package it. To wrap yourself up, at the same time, tend to emphasize their differences from the ordinary world in a maiden or other way. "This means that in the game, the gamer can feel the world view different from the logic of economic behavior in daily life, and can develop his own emotional creativity during the game, and even establish social connections with others during the game.
Because of the job, this course hopes to fully explore and experiment with the possibility of "game" as a social innovation practice, and to fully combine game elements in the course, combine education with fun and play society. Although this course focuses on social discussion topics and social innovation practice, the course content will cross-regional spatial architecture, literary and historical investigation, literary creation, industry economy, community governance, and game design. Therefore, professional enthusiasts from all departments are welcome to join. The course will be divided into three parts and is carried out in sequence:
(I) The first part introduces the related discussions of the concept of "game" in humanities and social sciences, including the meaning of philosophy, history, society, psychology, humanity, etc. And with the thinking of social design, amid the collision and excitement of interdisciplinary thinking, we learn various possibilities of social innovation. The course will also introduce various relevant cases at home and abroad to introduce them in order to expand the thinking and vision of the course participants.
(II) The second part will lead the class participants to enter the community field for inspection. This course is dedicated to the knowledge learning of social sciences and cannot be separated from social real knowledge. Therefore, this stage of course will lead the course participants to the middle district of Taizhong City (old city district), combine the relevant game design to activate the sensory experience ability of the course participants, so that the course participants will have a further understanding of the community field, and understand their own life world and observe the surrounding social issues in the process of traversing the field.
(III) The third part is based on the field topics chosen by each group, and the conception and design games that can reflect the topics will be encouraged to focus on outdoor real-life games (but not limited to this). In order to assist the class participants in the smooth production of games, the class will also invite off-campus experts and professional teams to guide the various sessions of game design. At the end of the period, we encourage class participants to invite school teachers and students to play the game together and conduct social practice during the game.
本課程無指定教科書，閱讀與參考資料皆提供於教學平台。針對本課程主題，仍推薦值得閱讀的相關書籍：
1. Despain, Wendy著／肖心怡譯，《遊戲設計的100個原理》。北京：人民郵電，2015。
2. Fullerton, Tracy著／潘妮等譯，《遊戲設計夢工廠》。北京：電子工業，2016。
3. McGonigal, Jane著／閭佳譯，《遊戲改變世界，讓現實更美好！》。臺北市：橡實文化，2016。
4. Rogers, Scott著／高濟潤、孫懿譯，《通關！遊戲設計之道》。北京：人民郵電，2013。
5. Schafer, R. Murray著／趙聖慈譯，《聽見聲音的地景：100種聽與聲音創造的練習》。臺北市：大塊文化，2017。
6. Werbach, Kevin著／周逵、王曉丹譯，《遊戲化思維：改變未來商業的新力量》。杭州：浙江人民，2014。
7. Whiteley, Nigel著／游萬來、楊敏英、李盈盈譯注，《為社會而設計》。臺北市：聯經，2014。
8. 大野功二著／支鵬浩譯，《遊戲設計的236個技巧：遊戲機制、關卡設計和鏡頭竅門》。北京：人民郵電，2015。
9. 赤瀨川原平、藤森照信、南伸坊編／嚴可婷、黃碧君、林皎碧譯，《路上觀察學入門》。臺北市：行人，2014。
10. 侯惠澤、臺灣科大NTUST MEG教育桌遊設計小組編著，《寓教於樂 知識主題桌上遊戲設計》。新北市新莊區：臺科大，2018。
11. 侯惠澤著，《遊戲式學習：啟動自學 X 喜樂協作, 一起玩中學！》。臺北市：親子天下，2016。
12. 菅俊一著／王淑儀譯，《練習的觀察：捕獲設計靈感，發見隱藏創意》。臺北市：創意市集，2019。
There are no designated textbooks in this course, and reading and reference materials are provided on the teaching platform. Regarding the theme of this course, we still recommend related books worth reading:
1. Despain, Wendy/Xiao Xinyi, "100 Principles of Game Design". Beijing: People's Mail, 2015.
2. Fullerton, Tracy/Penny, etc., "Game Design Dream Factory". Beijing: Electronic Industry, 2016.
3. McGonigal, Jane/官网站, "Games change the world and make reality better! 》. Taipei City: Oak Culture, 2016.
4. by Rogers, Scott/Gao Jin-Yi-Ruan, "Comprehensive! Game Design Way. Beijing: People's Mail, 2013.
5. Schafer, R. Murray/Zhao Santa Claus, "The Landscape of Listening: 100 Practices of Audio and Sound Creation". Taipei City: Daquan Culture, 2017.
6. Werbach, Kevin / Zhou Kui and Wang Xiaodan, "Game-making Thoughts: New Powers to Change Future Business". Hangzhou: Zhejiang People, 2014.
7. Whiteley, Nigel/Commentary by You Wanlai, Yang Minying, and Lee Yingying, "Design for Society". Taipei City: Guangdong, 2014.
8. Ono Kung-two Writings/Jiang Ho-ho, "236 Game Design Skills: Game Mechanism, Cluster Design and Slides". Beijing: People's Mail, 2015.
9. Akazukihara Hei, Fujimori Takanobu, Nanshinobu/Shengketing, Huang Bijun, Lin Jiaobi, "Admission to the Door on the Road". Taipei City: Pedestrian, 2014.
10. "Education in Music" Table Game Design Design, written by Hou Huize and Taiwan University of Science and Technology NTUST MEG Education Table Game Design. Xinzhuang District, New Taipei City: Taiwan University of Science and Technology, 2018.
11. "Game-style Learning: Starting Automation X Comedy Collaboration, Play together to learn! 》. Taipei City: Family Son World, 2016.
12. Suga Jun's writing/Wang Shu-chan, "The Practice's Observation: Capture the Design Spirit and Develop Hidden Creativity". Taipei City: Creative Market, 2019.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| （一） 課堂出席與課堂表現（一） 課堂出席與課堂表現 (I) Class attendance and class performance |
15 | 依課程出席與課堂表現予以評量。 |
| （二） 課程心得（二） 課程心得 (II) Course experience |
30 | 共繳交三份。每人每份至少1000字。 |
| （三） 社區實地踏查與議題反思（三） 社區實地踏查與議題反思 (III) Reflection on the community's investigation and discussion questions |
20 | 共繳交二份。每人每份至少1000字。 |
| （四） 遊戲設計與製作（四） 遊戲設計與製作 (IV) Game design and production |
35 | 依據社區場域踏查之素材，以組別為單位，製作具有社區場域之社會文化意涵，並且反映特定社會議題之遊戲。 |
