TY - SER
KW - Computer circuits
KW - Cultural learning
KW - Design
KW - Educational game
KW - Educational games
KW - Human engineering
KW - Intangible cultural heritage
KW - Intangible cultural heritages
KW - Learning style
KW - Learning style
KW - Problem solving
KW - Rural children
KW - Virtual reality
KW - Wearable technology
AU - Y. Yang
AU - D. Zhang
AU - T. Ji
AU - L. Li
AU - Y. He
AB - Intangible Cultural Heritage (ICH) is one of the application fields of educational games. However, most of these applications are provided for the general public of cultural experience or information access, rather than designing for rural children’s cultural learning. We propose that rural children are critical learners and inheritors of ICH. ICH education has to be future-oriented and integrated with rural children’s learning needs and learning styles. This research is conducted in rural China with local children. We observe the learning behaviors of rural children through an experiment, and classify learners into activists, reflectors, negatives and entertainers. With the design case of “Logic Huayao”, we present a design model for educational games with cultural learning. In designing process, the players, culture, games, and learning contents should be considered as an inclusive model and integrated into the final interaction design process. Finding the relationship between them will enable us to develop educational games that include cultural meaning and problem-solving skills.
C1 - AHFE 2018 International Conferences on Human Factors and Wearable Technologies, and Human Factors in Game Design and Virtual Environments, 2018
DO - 10.1007/978-3-319-94619-1_38
N1 - Journal Abbreviation: Adv. Intell. Sys. Comput. Pages: 389 Publication Title: Adv. Intell. Sys. Comput.
N2 - Intangible Cultural Heritage (ICH) is one of the application fields of educational games. However, most of these applications are provided for the general public of cultural experience or information access, rather than designing for rural children’s cultural learning. We propose that rural children are critical learners and inheritors of ICH. ICH education has to be future-oriented and integrated with rural children’s learning needs and learning styles. This research is conducted in rural China with local children. We observe the learning behaviors of rural children through an experiment, and classify learners into activists, reflectors, negatives and entertainers. With the design case of “Logic Huayao”, we present a design model for educational games with cultural learning. In designing process, the players, culture, games, and learning contents should be considered as an inclusive model and integrated into the final interaction design process. Finding the relationship between them will enable us to develop educational games that include cultural meaning and problem-solving skills.
PB - Springer Verlag
SN - 21945357 (ISSN); 9783319946184 (ISBN)
TI - Designing educational games based on intangible cultural heritage for rural children: A case study on “logic huayao”
UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049377716&doi=10.1007%2f978-3-319-94619-1_38&partnerID=40&md5=109c111559e918d4f13cb45da9575e5a
VL - 795
ER -