Gamified Mobile Edutainment for Cultural Heritage Learning: A Design-based Research Study of Tai Ethnic Cultures in Lanna
DOI:
https://doi.org/10.13052/jmm1550-4646.2216Keywords:
Mobile Edutainment, Gamification, Cultural Heritage Learning, Design-Based Research, Digital Character DesignAbstract
The transmission of cultural heritage to younger generations has become increasingly challenging in the context of mobile-centric digital media consumption. Although gamified edutainment applications are widely used to support informal learning, many studies still emphasize design description more than systematic examination of learning mechanisms and research rigor. This study investigates how a mobile gamified edutainment application can support cultural heritage learning through a design-based research (DBR) approach. Using Tai ethnic cultures in the Lanna region as an empirical case, the research examines how character-based interaction, gamification mechanics, and cultural validation processes mediate learner engagement and knowledge acquisition. Iterative design cycles were conducted with cultural experts, educators, and primary school learners. Data were collected through formative pre- and post-learning indicators, usability observations, and expert validation, emphasizing exploratory rather than inferential evaluation. The findings show that interaction-driven customization tasks contributed more strongly to cultural knowledge recall than reward-based mechanics, while expert validation was essential for preserving cultural integrity within simplified visual representations. Beyond the specific case, the study proposes a transferable framework for mobile edutainment that balances cultural authenticity, learner engagement, and methodological transparency. Limitations related to sample scope and short-term evaluation are acknowledged, and directions are outlined for scalability testing and longitudinal assessment in future research.
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