| Summary: | 碩士 === 國立交通大學 === 理學院科技與數位學習學程 === 101 === Location-based Game (LBG), which evolves from street game culture, was mainly designed for entertainment and implemented in rural areas and offline environment while LBG of pedagogic tradition was less developed. My research aims to design an educational LBG prototype to encourage players to do check-ins for Wild Perennial Crops (WPCs) in the offline environment while players could fight against climate change and participate in biodiversity conservation during gaming.
I have collaborated with Rewilding Earth (RE) to design and deploy Rewilding Earth Academy (REA) which is a teaching program with action research method. The field station for game design and teaching program is an Atayal Tribe, Mekarang. Program designers found the generic knowledge between indigenous knowledge and WPCs through local senior interviews and field learning from which to design teaching and gaming materials. RE recruited 25 learners from university and enterprise. During the program, I used participatory observation method to make records and collect data and further analyzed them in order to answer my research questions.
According to my research findings, REA used 4 approaches, WPCs, technology, food culture and education to build up learners' "Whole System Thinking" toward WPCs and developed 7 game episodes to engage and motivate learners and everyone of them obtains knowledge and wisdom from Atayal. OpenStreetMap (OSM) was adopted to develop a WPC centered and Atayal perspective map and the game prototype had been tested by players using GPS smart phones that support offline OSM to do check-ins for WPCs and explore around rural areas.
From data analysis and field observations, I drew my research conclusions into 3 points:
1. Impact of the integration of gaming in a series of teaching programs on the learners: 1) the learners gained learning experiences from playing and gained confidence for sharing, 2) the learners contributed personal knowledge during gaming and practiced knowledge learned from games to engage public issues in the real world, 3) the learners' empathy to targeted service group was fostered by role playing and virtual stories based on real events and scenes, 4) the learners' competence was improved through group collaboration and group competition.
2. Findings in LBG design: 1) it has potentials to foster multidisciplinary learning, such as Mathematics and Geography, 2) unplanned events enhance authentic playing experience, 3) evaluation that combines quantitative and qualitative dimensions, evaluators from different expertise and a virtual badge reward system could show learners' performance in a holistic way.
3. Make suggestions to the WPC game prototype and discuss LBG that involves indigenous knowledge and uses OSM as a participatory mapping platform should consider the ethical issues that indigenous people engagement in the game design is crucial and they should the authority to decide the scale and level of open data.
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