This study aims to design a reality game that supports high school students in learning jazz music. Grounded in the high school music curriculum and the principles of game-based learning (GBL), the game replaces traditional instruction with collaborative exploration and puzzle-solving activities. It highlights the multicultural inclusiveness of jazz, fosters students’ appreciation of intercultural music, and integrates human rights education to align with SDG 10—Reducing Inequalities. The gameplay is situated within the authentic setting of the school’s music classroom, enriched by multimedia elements such as presentations, images, videos, and music. Where necessary, AI tools are applied to generate supporting media that enhance the immersive game-based learning experience.The game, titled Through Spacetime: A Mysterious Jazz Odyssey, lasts approximately one hour and includes six stages: The Land of Jazz’s Dawn, Cotton Field Vlog, Congo Square, Storyville Community, Jazz Time Tunnel, and Louis Armstrong Park. Through these stages, students learn about the historical development of jazz, ensemble types, the blues scale, jazz grooves, scat singing, and other foundational elements. The game mechanics include role-playing, task-based challenges, and performance activities, with student responses facilitated via an automated Line@ messaging platform.Following the initial design, the game was reviewed by experts and then piloted with a group of students. Based on their feedback, the teacher revised the design and subsequently invited a different group of students to test the game again. This iterative process—student playtesting, teacher adjustment, and renewed trials with new participants—was repeated three times before reaching the finalized version. In total, 90 students participated in the development and testing process of the game. Throughout this cycle, the teacher actively collected feedback and closely observed students’ learning challenges and perspectives.Findings indicate that reality games in jazz education enhance students’ learning motivation while fostering authenticity and enjoyment in the music-learning process. By paralleling the interactive and improvisational nature of jazz, such games cultivate collaboration, communication, and cultural awareness. Through immersive gameplay, students not only develop foundational knowledge of jazz and its cultural background but also become more interested in listening to, performing, or singing jazz music. Moreover, incorporating SDG-related social and cultural issues fosters deeper engagement with the connection between music and social issues in students’ learning. Overall, this study highlights the potential of reality games to enrich student participation and advance artistic literacy in contemporary music education.