Abstract
This study addresses the pressing challenge of preserving and effectively teaching Indigenous languages and cultures in the context of globalization. Centering on the Paiwan Indigenous culture in Qijia Village, Pingtung County, the research investigates how design thinking can be employed to develop an educational board game that responds to the language learning needs of children. The study adopts the five stages of design thinking: Empathize, Define, Ideate, Prototype, and Test. Through interviews and observations, the needs of students and teachers are identified, and culturally relevant elements are incorporated into the game design to enhance both language acquisition and cultural awareness. A SWOT analysis is utilized to evaluate the board game’s educational value and implementation challenges. The findings underscore the significance of integrating design thinking with culturally responsive pedagogy, aiming to contribute to the preservation and sustainable development of Indigenous languages and cultural heritage.
DOI
https://doi.org/10.21606/drslxd.2025.126
Citation
CHAO, L.C.,and WEN, J.(2025) A Study on the Development of an Educational Board Game for Cultural Heritage Using a Design Thinking Approach, in Clemente, V., Gomes, G., Reis, M., Félix, S., Ala, S., Jones, D. (eds.), Learn X Design 2025, 22-24 September 2025, Aveiro, Portugal. https://doi.org/10.21606/drslxd.2025.126
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Full Paper
A Study on the Development of an Educational Board Game for Cultural Heritage Using a Design Thinking Approach
This study addresses the pressing challenge of preserving and effectively teaching Indigenous languages and cultures in the context of globalization. Centering on the Paiwan Indigenous culture in Qijia Village, Pingtung County, the research investigates how design thinking can be employed to develop an educational board game that responds to the language learning needs of children. The study adopts the five stages of design thinking: Empathize, Define, Ideate, Prototype, and Test. Through interviews and observations, the needs of students and teachers are identified, and culturally relevant elements are incorporated into the game design to enhance both language acquisition and cultural awareness. A SWOT analysis is utilized to evaluate the board game’s educational value and implementation challenges. The findings underscore the significance of integrating design thinking with culturally responsive pedagogy, aiming to contribute to the preservation and sustainable development of Indigenous languages and cultural heritage.