TY - SER
KW - Alive state inheritance and protection
KW - Automobile bodies
KW - Changsha kiln
KW - Chinese Southern ivory carving
KW - Commerce
KW - Commodity symbolization
KW - Communication chains
KW - Communication strategy
KW - Cross-cultural education
KW - Cultural consumption
KW - Cultural knowledge
KW - Cultural traditions
KW - Cultural transformations
KW - Design modeling
KW - Development and utilizations
KW - Development path
KW - Development process
KW - Digital technologies
KW - Economic condition
KW - Education for international understanding
KW - Educational approach
KW - Educational program
KW - Educational projects
KW - Game-based Learning
KW - Gamification
KW - Guangzhou
KW - Han dynasty
KW - Historic preservation
KW - Inheritance model
KW - Innovative design
KW - Intangible cultural heritage
KW - Intangible cultural heritages
KW - Intelligent agents
KW - Kilns
KW - Learning experiences
KW - Life cycle
KW - Lingnan tide embroidery
KW - Market economies
KW - New media
KW - New media technologies
KW - Non-posthumous culture dissemination
KW - Product design
KW - Product design process
KW - Product innovation
KW - Public taste
KW - Service design
KW - Service industry
KW - Social status
KW - Sociology
KW - Software testing
KW - Tourism
KW - Utilization of resources
KW - Video documentaries
AU - Y.J. Gao
AU - H.W. Chen
AU - M.L. Huang
AU - R. Lin
AB - In recent years, preservations of Intangible Cultural Heritages (ICHs) have become an important agenda for the relevant researchers, designers, and technologists. Traditional archiving methods to protect and promote ICHs may include the recognitions from governments or representative bodies and the textual or video documentaries. However, barriers between the general public and ICH still exist and affect the accessibility of ICH at both conceptual and practical levels. In this case, an educational approach for disseminating ICH values can be considered. Initiated with this thought, we set out to develop an educational project that embeds ICH knowledge in a gamified learning experience. The project is framed as a service design practice to ensure an integrated consideration of the involved stakeholders, including the collaborated local sector, designers, educators, and target learners. The development process results in a game-based education program that serve both the interests of the promoting bodies and the intended audience. In the program, we incorporate three types of ICH originated locally in Suzhou. This paper, therefore, presents the design rationale and development process of this educational program, as well as the result of an initial test with a group of participants. The participants’ feedback demonstrates the advantages of SD approach in developing a user-centered and service-oriented public course. Meanwhile, the playful elements put the included ICHs into their social context and incentivized the participants in learning the related cultural knowledge.
C1 - 13th International Conference on Cross-Cultural Design, CCD 2021, Held as Part of the 23rd HCI International Conference, HCII 2021
DO - 10.1007/978-3-030-77080-8_11
N1 - Journal Abbreviation: Lect. Notes Comput. Sci. Pages: 128 Publication Title: Lect. Notes Comput. Sci.
N2 - In recent years, preservations of Intangible Cultural Heritages (ICHs) have become an important agenda for the relevant researchers, designers, and technologists. Traditional archiving methods to protect and promote ICHs may include the recognitions from governments or representative bodies and the textual or video documentaries. However, barriers between the general public and ICH still exist and affect the accessibility of ICH at both conceptual and practical levels. In this case, an educational approach for disseminating ICH values can be considered. Initiated with this thought, we set out to develop an educational project that embeds ICH knowledge in a gamified learning experience. The project is framed as a service design practice to ensure an integrated consideration of the involved stakeholders, including the collaborated local sector, designers, educators, and target learners. The development process results in a game-based education program that serve both the interests of the promoting bodies and the intended audience. In the program, we incorporate three types of ICH originated locally in Suzhou. This paper, therefore, presents the design rationale and development process of this educational program, as well as the result of an initial test with a group of participants. The participants’ feedback demonstrates the advantages of SD approach in developing a user-centered and service-oriented public course. Meanwhile, the playful elements put the included ICHs into their social context and incentivized the participants in learning the related cultural knowledge.
PB - Springer Science and Business Media Deutschland GmbH
SN - 03029743 (ISSN); 9783030770792 (ISBN)
TI - Research on the Inheritance and Innovation Path of Intangible Cultural Heritage from the Perspective of Consumer Sociology: — Take Changsha Kiln as an Example
UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112072449&doi=10.1007%2f978-3-030-77080-8_11&partnerID=40&md5=c3f70582f125f6248f0fc085d17c3d7b
VL - 12773 LNCS
ER -