Development of Environmental Literacy through the Process of Board Game in Primary Schools based on Chiang Mai’s Urban Context

Abstract

Background and Objectives: This research aims to: 1) explore the spatial context, dynamics, and interrelationships between ecological, social, cultural, political, historical, and technological systems in the Ping River Basin; 2) design and develop a board game for enhancing environmental literacy in primary schools using Chiang Mai’s urban context; and 3) investigate the effects of the developed board game on primary school students’ environmental literacy in terms of knowledge, attitudes, and environmental conservation behaviors.

Methodology: The study employed a research and development methodology across three phases. Phase 1 explored the Ping River Basin context through document analysis, in-depth interviews with 18 key informants (academics, government specialists, local knowledge holders, and civil society representatives), and field surveys documenting physical characteristics and community activities. Phase 2 involved developing the “Ping River Guardians” board game based on the findings from Phase 1, followed by quality assessment conducted by 11 experts (game designers, environmental educators, and teachers) and pilot testing with 30 students. In Phase 3, researchers implemented the refined game with 90 students from grades 4–6 selected through multistage random sampling across three schools, using a one-group pretest–posttestdesign over 12 weeks, with data collected through environmental literacy tests, attitude scales, behavior assessments, and observation forms.

Results: The contextual analysis revealed rich natureculture relationships in the Ping River Basin manifesting through traditional ecological knowledge systems, cultural practices, and collective resource management structures. Specific findings included seven distinct water - knowledge states identified by local elders, river ceremonies dating back 700 years, and community-based adaptations combining traditional knowledge with modern approaches. The Ping River Guardians board game, developed with visual representations of local ecosystems, collaborative mechanics, and culturally relevant scenarios, received high-quality ratings from experts (content validity IOC = 0.87; game mechanics rating 4.52/5.00). The implementation resulted in statistically significant improvements in environmental knowledge (t = 15.28, p < .001; + 49.9%), attitudes (Z = 7.42, p < .001; +32.9%), and conservation behaviors (t = 12.64, p < .001; +75.1%). The most substantial improvements occurred in waste reduction practices (+85%), water conservation behaviors (+72%), community participation (+63%), and family knowledge sharing (+68%).

Discussion: The study demonstrates that board games incorporating local natureculture relationships can effectively enhance environmental literacy by positioning humans as “a part of” rather than “apart from” natural systems. The game successfully bridged the “extinction of experience” (Soga & Gaston, 2016) by creating rehearsal spaces (Lynch & Mannion, 2021) where students developed systems thinking while connecting abstract concepts to local contexts. By integrating human activity, knowledge systems, power dynamics, cognitive development, and culturally responsive learning, the approach addresses multiple dimensions of nature-culture relations identified by the Learning in Places Collaborative (2020).

Conclusion: While acknowledging limitations of the one-group design and 12-week implementation period, the findings provide empirical evidence for integrating traditional ecological knowledge with modern educational approaches. The results suggest that place-based board games offer a promising pathway for developing the environmental literacy needed to address sustainability challenges while strengthening students’ connections to local ecological and cultural heritage.