知識的學習可透過課程、閱讀來獲得，技術則可透過重複練習來精熟，但情意的養成乃是教學者最大的挑戰。如何透過課程有效培養醫護教育中漸受重視的同理心，創新教學是可行的嘗試。本文分析台灣護理教育之同理心教學現況、探討同理心與遊戲式學習概念、介紹桌遊創意教具發展及檢討其教學運用。本教具採學習者中心的角度，讓學生享有主控權，模擬臨床個案角色，發展多元對話。藉遊戲化身機制與同儕演練而形成多重循環學習，學生能連結並演練同理能力的情感、認知與表達三要素。透過競爭性、互動性、故事性、即時具象化（concretization）回饋之機制設計，融入平權、同儕學習等教學元素，學生能體驗不同層次之被同理感受並深化同理心意義思辨，以達同理心創意教學之目的並實踐寓教於樂之教學理想。

Attending lectures and reading are two common approaches to acquiring knowledge, while repetitive practice is a common approach to acquiring skills. Nurturing proper attitudes in students is one of the greatest challenges for educators. Health professionals must incorporate empathy into their practice. Creative teaching strategies may offer a feasible approach to enhancing empathy-related competence. The present article focuses on analyzing current, empathy-related curriculums in nursing education in Taiwan, exploring the concepts of empathy and game-based learning, presenting the development of an empathy board game as a teaching aid, and, finally, evaluating the developed education application. Based on the learner-centered principle, this aid was designed with peer learning, allowing learners to influence the learning process, to simulate the various roles of clients, and to develop diverse interpersonal dialogues. The continuous learning loops were formed using the gamification mechanism and transformation, enabling students to connect and practice the three elements of empathy ability: emotion, cognition and expression. Via the game elements of competition, interaction, storytelling, real-time responses, concretizing feedback, integrated peer learning, and equality between teachers and students, students who play patient roles are able to perceive different levels of comfort, which encourages the development of insight into the meaning of empathy. Thereby, the goals of the empathy lesson is achievable within a creative game-based learning environment.