Advertisement

Designing Craft Learning Experience for Rural Children: A Case Study on Huayao Cross-Stitch in Southwest China

  • Duoduo Zhang
  • Yuanyuan Yang
  • Tie Ji
  • Huiling Xie
  • Yuwei He
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 10912)

Abstract

Craft is characterized by tacit knowledge, which is featured as embodiment and contextualization. In the circumstances that the rural craft learning socio-cultural context have already changed significantly, this paper tries to probe the issue that how to capture those characteristics of craft knowledge and transfer them successfully into an attractive craft learning experience for rural children.

Taking Huayao cross-stitch–an ethic minority Intangible Cultural Heritage in southwest rural China as a case study, the paper regards digital game as a mediated method to arouse the craft learning interest of rural children and facilitate their understanding of craft knowledge. Focusing the acquisition and presentation of craft “Know-How” knowledge in craft, aiming at promoting the learner’s reflective observations in learning experience, this paper proposes a game-based craft learning experience design model and verifies the model with a Huayao Cross-Stitch Game.

Keywords

Craft Learning experience Rural children Digital game Skills 

Notes

Acknowledgements

The project is funded by the Department of Development Planning, Ministry of Education P.R.C, under project No. (2017)304; Qipai Intangible Cultural Heritage Protection and Research Fund, Academy of Arts & Design, Tsinghua University, under project No. (2015)05. We would like to thank Zhang Bo, Hu Yuzhe, Li Yongbin and their students in Baishuidong Primary School for their participation on the study.

References

  1. 1.
    Prensky, M.: Digital natives, digital immigrants. Horizon 9, 1–6 (2001)Google Scholar
  2. 2.
    Tapscott, D.: Educating the net generation. Educ. Leadersh. 56(5), 6–11 (1999)Google Scholar
  3. 3.
    Pöllänen, S., Urdziņa-Deruma, M.: Future-oriented reform of craft education. In: Kimonen, E., Nevalainen, R. (eds.) Reforming Teaching and Teacher Education, pp. 117–144. Springer, Rotterdam (2017).  https://doi.org/10.1007/978-94-6300-917-1_5CrossRefGoogle Scholar
  4. 4.
    Pirttimaa, M., Husu, J., Metsärinne, M.: Uncovering procedural knowledge in craft, design, and technology education. Int. J. Technol. Des. Educ. 27, 215–231 (2017)CrossRefGoogle Scholar
  5. 5.
    Eyferth, J.: The technical locations about Chinese handicraft industry under the anthropologic vision. J. Ethnol. 3(2), 1–10 (2012)Google Scholar
  6. 6.
    Ingold, T.: The perception of the environment. In: Essays in Live hood, Dwelling and Skill. Routledge, London (2000)Google Scholar
  7. 7.
    Li, H.W., Sheng, X.M.: Embodied cognition. Stud Sci. Sci. 20(2), 184–190 (2006)Google Scholar
  8. 8.
    Zhang, D.D.: Tacit knowledge: the microscopic perspective of design innovation research on traditional crafts. ZhuangShi 266, 117–119 (2015)Google Scholar
  9. 9.
    Brey, P.: Theories of technology as extension of human faculties. In: Mitcham, C. (ed.) Metaphysics, Epistemology, and Technology Research in Philosophy and Technology, vol. 19, pp. 59–78. JAI Press, London (2000)Google Scholar
  10. 10.
    Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Rumble, M.: Defining 21st century skills. In: Griffin, P., McGaw, B., Care, E. (eds.) Assessment and Teaching of 21st Century Skills, pp. 17–66. Springer, New York (2011).  https://doi.org/10.1007/978-94-007-2324-5_2CrossRefGoogle Scholar
  11. 11.
    Prensky, M.: Digital game-based learning. ACM Comput. Entertain. 1(1), 1–4 (2003)CrossRefGoogle Scholar
  12. 12.
    Kolb, D.: Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall, Upper Saddle River (1984)Google Scholar
  13. 13.
    Kiili, K.: Digital game-based learning: towards an experiential gaming model. Internet High. Educ. 8, 13–24 (2005)CrossRefGoogle Scholar
  14. 14.
    Dagnino, F., Ott, M., Pozzil, F., Yilmaz, E., Tsalakanidou, F., Dimitropoulos, K., Grammalidis, N.: Serious games to support learning of rare ‘intangible’ cultural expressions. In: 9th International Technology, Education & Development Conference (2015). https://www.researchgate.net/publication/274063812_Serious_Games_to_Support_Learning_of_Rare_’Intangible’_Cultural_Expressions
  15. 15.
    Li, Y.: Play and Child Development. Zhejiang Education Publishing House, Hangzhou (2008)Google Scholar
  16. 16.
    Connolly, T.C., Boyle, E.A., Hainey, T., McArthur, E., Boyle, J.M.: A systematic literature review of empirical evidence on computer games and serious games. Comput. Educ. 59(2), 661–686 (2012)CrossRefGoogle Scholar
  17. 17.
    Degerbøl, S., Nielsen, C.S.: Researching embodied learning by using video graphic participation for data collection and audiovisual narratives for dissemination – illustrated by the encounter between two acrobats. Ethnogr. Educ. 10(1), 60–75 (2015)CrossRefGoogle Scholar
  18. 18.
    Yliverronen, V., Seitamaa-Hakkarainen, S.P.: Learning craft skills: exploring preschoolers’ craft-making process. Techne Ser. A 23(2), 1–15 (2016)Google Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  • Duoduo Zhang
    • 1
  • Yuanyuan Yang
    • 1
  • Tie Ji
    • 1
  • Huiling Xie
    • 1
  • Yuwei He
    • 1
  1. 1.School of DesignHunan UniversityChangshaChina

Personalised recommendations