隨著數位科技快速發展，企業與個人在日常生活中高度依賴網路與資訊系統，使得資安威脅事件日益頻繁且型態更加複雜化。從個資外洩、勒索軟體攻擊到企業內部資料風險等問題，皆顯示資訊安全已不再僅為專業領域議題，而逐漸成為全民皆需具備基本認知的重要能力。因此，如何有效提升非資安背景族群之資安意識與學習動機，並以更具吸引力之方式進行資安教育，已成為現代教育與企業訓練發展之重要課題。然而，傳統資安教育多以講授式教學為主，容易產生學習動機不足、情境連結薄弱與參與度有限等問題，使學習者難以將抽象資安概念轉化為實務理解。
基於上述背景，本研究以遊戲化學習為核心，設計《資安風暴：企業保衛戰》資安桌遊，探討其作為教學工具應用於非資安背景學習者之可行性與學習體驗。本研究旨在分析參與者對遊戲化資安教學之接受程度、學習感受與行為意圖，並進一步理解遊戲設計在資安教育情境中所能發揮之影響。本研究採用問卷調查法進行資料蒐集，並以延伸整合型科技接受與使用理論（UTAUT2）作為主要分析架構，針對易用性、使用成效、社會影響、促成條件、享樂動機與行為意圖等構面進行探討，以評估使用者對遊戲化資安教學之接受程度與使用行為傾向。同時，輔以開放性回饋資料，以補充量化分析結果，提升研究解釋之完整性。
整體而言，本研究結合遊戲化設計與使用者接受模型，作為分析架構，以探討其在資安教育情境中的應用與影響，提供資安教育在非專業學習族群中之另一種教學可能性，並作為未來相關教學設計與研究發展之參考依據。

With the rapid development of digital technology, individuals and organizations are increasingly dependent on information systems, leading to more frequent and complex cybersecurity threats. As a result, cybersecurity awareness has become an essential competency for the general public. However, traditional lecture-based cybersecurity education often suffers from low engagement and weak contextual understanding. In this context, gamified learning has emerged as an effective approach to enhance learner motivation and participation through interactive and scenario-based experiences.
This study develops a cybersecurity board game, Cyber Storm: Corporate Defense, and explores its application for learners without an information security background. The study investigates participants’ acceptance, learning experience, and behavioral intentions toward gamified cybersecurity education. The Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) is adopted as the main analytical framework, including effort expectancy, performance expectancy, social influence, facilitating conditions, hedonic motivation, and behavioral intention. Open-ended responses are also collected to complement quantitative results.
Overall, this study integrates gamified design with the UTAUT2 model to examine its effectiveness in cybersecurity education, providing an alternative learning approach for non-expert learners.

Alnajim, A. M., Habib, S., Islam, M., & Wasim, M. (2023). Exploring cybersecurity education and training techniques: A comprehensive review of traditional, virtual reality, and augmented reality approaches. Symmetry, 15(12), 2175.
Alqahtani, H., et al. (2020). Design and evaluation of an augmented reality game for cybersecurity awareness (CybAR). Information, 11(2), 121.
Angafor, G. N., Yevseyeva, I., & He, Y. (2020). Game-based learning: A review of tabletop exercises for cybersecurity incident response training. Security and Privacy, 3(6), e126.
Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162–1175.
Caserman, P., Hoffmann, K., et al. (2020). Quality criteria for serious games: Serious part, game part, and balance. JMIR Serious Games, 8(3), e19037.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. Proceedings of the 15th International Academic MindTrek Conference, 9–15.
Dutta, A., & Al-Shaer, E. (2019). Cyber defense matrix – A new model for optimal composition of cybersecurity controls to construct resilient risk mitigation. In Proceedings of the 2019 ACM Workshop on Hot Topics in Security (HotSoS) (pp. 1–6). Association for Computing Machinery.
Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(9), 1–36.
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2017). Gamification in education: A systematic mapping study. Smart Learning Environments, 4(1), 1–16.
Gabriele, G., Clarissa, B.(2021). Assessment Measures in Game-based Learning Research: A Systematic Review. International Journal of Serious Games, Volume 8, Issue 1, 3-26
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review. Computers in Human Behavior, 40, 10–18.
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170–179.
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161.
Kolb, D. A. (1984). Experiential learning : experience as the source of learning and development. Prentice-Hall.
Lin, Y.-T., Wang, C.-H., & Wu, C.-C. (2022). Extending the UTAUT model of gamified English vocabulary applications by adding new personality constructs. Sustainability, 14(10), 6259.
Luis de-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82–91.
Pahlavanpour, O., & Gao, S. (2024). A systematic mapping study on gamification within information security awareness programs. Heliyon, 10, e38474.
Pramod, D. (2025). Gamification in cybersecurity education; a state of the art review and research agenda. Journal of Applied Research in Higher Education, 17(4), 1162–1180.
Prümmer, J., et al. (2025). Assessing the effect of cybersecurity training on end-users: A Meta-analysis. Computers & Security, Volume 150, March 2025, 104206
Sağlam, R. B., Miller, V., & Franqueira, V. N. L. (2023). A systematic literature review on cyber security education for children. IEEE Transactions on Education, 66(3), 274–286.
Schaffer, O., & Fang, X. (2022). The feedback loop of flow: Controlled experiment shows task-relevant feedback increases flow. AIS Transactions on Human-Computer Interaction, 14(3), 356–389.
Sousa, C., Rye, S., Sousa, M., Torres, P. J., Perim, C., Mansuklal, S. A., & Ennami, F. (2023). Playing at the school table: Systematic literature review of board, tabletop, and other analog game-based learning approaches. Frontiers in Psychology, 14, 1160591.
Spatafora, A., et al. (2024). An educational escape room game to develop cybersecurity skills. Computers, 13(8), 205.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478.
Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS Quarterly, 36(1), 157–178.
Yang, S.-Y., Chen, Y.-J., & Hsu, C.-L. (2022). A study of college students' intention to use metaverse technology for basketball learning based on UTAUT2. Frontiers in Psychology, 13, Article 933437.
Zichermann,G.,& Cunningham,C. (2011). Gamification by design : Implementing game mechanics in web and mobile apps. Sebastopol,CA : O' Reilly Media.