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Enhancing Children’s Cultural Empowerment Through Participatory Game Design Based on Hometown Ceramic Culture

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HCI in Games (HCII 2023)

Part of the book series: Lecture Notes in Computer Science ((LNCS,volume 14047))

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Abstract

Nowadays many local communities lose their voice in the development of local culture and are in a state of disempowerment, children as inheritors and builders of local culture, need to be nurtured in ways that contribute to the future sustainability of their communities. The participatory game design emphasizes the empowerment of children as creative participants. To explore the process and outcome of using participatory game design to empower children in a cultural decline community, participatory workshops were conducted in a primary school with four phases: culture probing & design capacity building, game story creation, game mechanics design, and design reflection. The purpose of our experiment was not only to lead children to design culturally appropriate games but also to use open-ended questions to guide the interviews and to quantitatively and qualitatively analyze the results of children’s culturally relevant psychological empowerment during participation, with empowering outcomes including emotional components (learning motivation, place identity), cognitive components (cultural reflection, cultural innovation), behavioral components (cultural sharing, community engagement) and relational components (collaborative ability, community cohesion).

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Acknowledgments

We are very grateful to the teachers and students who participated in this experiment This research is supported by Hunan Science and Technology Key Research Project (No. 2022GK2070), and Hunan Social Science Foundation (No. 19YBA085).

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Authors and Affiliations

  1. Hunan University, Changsha, Hunan, China

    Xianhe Zhang & Baosheng Wang

Authors
  1. Xianhe Zhang
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  2. Baosheng Wang
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Corresponding author

Correspondence to Baosheng Wang .

Editor information

Editors and Affiliations

  1. DePaul University, Chicago, IL, USA

    Xiaowen Fang

Appendix 1

Appendix 1

Contents of a 5-point Likert scale For each of the five responses, “strongly agree”, “agree”, “not necessarily”, “disagree” and “strongly disagree”, they are recorded as 5, 4, 3, 2, and 1 respectively.

  1. 1.

    I am a child of Tongguan town, where there is a rich ceramic culture.

  2. 2.

    I like the characteristic ceramic culture of my hometown and think it has many advantages.

  3. 3.

    I love my hometown, and I am proud of my hometown.

  4. 4.

    I would like to learn more about the ceramic culture of Tongguan Town.

  5. 5.

    In the future, I also want to work on something related to the ceramic culture of my hometown.

  6. 6.

    It was an interesting experience for me to be involved in learning about my home culture.

  7. 7.

    I enjoyed participating in these workshops and found them very interesting.

  8. 8.

    I gained a lot of knowledge through this participatory workshop that I didn’t know before.

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Zhang, X., Wang, B. (2023). Enhancing Children’s Cultural Empowerment Through Participatory Game Design Based on Hometown Ceramic Culture. In: Fang, X. (eds) HCI in Games. HCII 2023. Lecture Notes in Computer Science, vol 14047. Springer, Cham. https://doi.org/10.1007/978-3-031-35979-8_8

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  • DOI: https://doi.org/10.1007/978-3-031-35979-8_8

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