上一堂客家人的『桌遊客』：「客家桌遊」實作之創作理念

摘要本實作論文運用「桌遊」的方法，建構『客家的模樣』，讓一般人可以藉由遊戲了解客家人形成的過程（渡海來台後）與分辨出客家人的特性在食、衣、住、行、育、樂各方面不一樣的面貌。運用找出與「客家」有關係的歷史、文化、生活特性，如：渡台的過程、當時社會的樣貌、宗教信仰、政治的轉變、生活的點滴去設計出其聯想關聯，試圖去描繪客家文化的模樣，詮釋客家形成的過程，讓客家人輕易學習，非客家人也能透過利用桌遊認識客家文化。利用「說明卡」去深化相關的文化內容，再找出「客家的變動」因素從政權的變動、全球貿易、族群問題、認同問題等，並運用「擲骰、區域控制」的遊戲邏輯，目前其遊戲的邏輯使用，已由筆者取得《蜥蜴大冒險桌遊》的「新型專利M516770」，利用其突破以往遊戲邏輯去建構客家內涵，先做出「客家桌遊」，並做測試得知，用玩遊戲來學習是大家都喜歡，但要能有學習成效，是需要有一些相關的思考，相關圖形的理解程度，遊戲機制的設計都是相當重要的。客家同學對自己是客家血統為榮，但真要認真學習客家文化反而是閩南同學較有學習動機。對生活周遭可見到的如客家菜四炆四炒、屋與厝的不同，藍染（施測地點的裝飾物都是藍染）、開口獅比較能意會，對於歷史議題較難體會與聯想。關鍵字：桌遊、客家桌遊、桌遊客、蜥蜴大冒險、藍色小屋

關鍵字

桌遊；客家桌遊；桌遊客；蜥蜴大冒險；藍色小屋

並列摘要

Abstract This paper uses a board game to construct “the looks of Hakka” to allow people to understand the formation process of Hakka communities （after crossing the Strait to Taiwan） and to identify the characteristics of Hakka people in various aspects through the game. The design of the board game is based on Hakka-related history, culture, and life aspects, such as the process of crossing the Strait, the society back then, religious beliefs, political changes, and everyday life. The board game aims to portray Hakka culture and interpret the formation of Hakka communities so that Hakka people can learn easily about their own culture whereas non-Hakka people can also learn something about Hakka culture through the game. Gamers can use “Description Cards” to deepen their understanding on relevant cultural contents, and find out “Hakka Change” factors from issues such as regime changes, global trade, ethnic issues, and identity issues. The board game is played through “rolling the dice and controlling the region”. The author adopts the gaming logic of Lizard’s Adventure （Utility Model Patent M516770 acquired） to create this Hakka Board Game and to build Hakka contents. After tested, it is found that people generally like to learn through playing games. Nevertheless, in order to achieve learning outcomes, a variety of items are required to be thought out such as the design of gaming mechanisms. The test results showed that Hakka students are proud of their Hakka ancestry and yet Minnanese students are more motivated in learning Hakka culture. Students are more able to understand things that can be seen in their everyday life such as the four stewed and four stir-fried dishes （traditional Hakka dishes）, differences between Wu and Cuo （terms for house）, indigo dyeing （decorations of the testing site are all indigo-dyed objects）, and Hakka open-mouthed lion, but are less able to comprehend historical issues. Keywords: board game, Hakka board game, board gamer, Lizard’s Adventure, Indigo House