數位適地性媒體導入偏鄉地方創生與大學社會責任之教學實踐 – 以金峰Let’s Go App 為例

Abstract

數位媒體的普及催生了許多協助推動地方創生的適地性服務，然而即便是數位科技相對成熟的今日，成功的案例仍非常有限。過度聚焦遊客，未將在地人納入地方創生發生過程，可能是問題的癥結。相關研究一再指出：在地人為推動地方創生的關鍵角色，然而當深入探究數位適地性媒體導入偏鄉地方創生的相關發表即會發現，在地人經常是被忽略的角色。的確，自助式服務科技的發展，以及偏鄉與都會的數位落差，對於是否納入在地人於數位地方創生有相當程度的影響。因此思考「合宜」的策略，開啟遊客與在地人的「交流」，為導入數位適地性媒體於偏鄉地方創生首要面對的課題。透過量化分析使用者實地測試金峰Let’s Go App的回饋；比較有無納入在地人，對於使用者部落探索體驗，以及部落觀光發展影響感受之差異，且配合質性分析，研究者進一步歸納四項，導入數位適地性媒體推動偏鄉地方創生之策略：(一) 開啟與在地人面對面的「交流」、(二) 合宜的媒介使用觸發人與人的「交流」、(三) 透過「交流」深化在地體驗、(四) 透過「交流」永續地方創生。此外藉由反思配合大學社會責任計畫 (University Social Responsibility, 以下稱「USR計畫」)執行之教學實踐過程，對學校與地方部落產生的影響，期盼能提供後續導入數位科技於地方創生與USR計畫執行之參考。  The widespread use of digital media encourages the implementation of diverse location based services (LBSs) to develop rural placemaking. Nevertheless, although digital technologies are relatively mature at the current time, successful projects are still rare. This may be due to an excessive focus on tourists at the expense of local residents in the ongoing process of placemaking. Relevant studies frequently indicate that local residents play a key role in placemaking; they are however often ignored within the process. Indeed, attempting to bring local residents into rural placemaking through digital location based media (LBM) involves challenges such as the digital divide and self-service technologies; namely, there is no need to seek help from others. Therefore, strategies must first be found to encourage communication between tourists and local residents. Presented here is a statistical analysis of user feedback from two tests of the Jin-Feng Let’s Go App in-situ, one with and one without local residents; these facilitate comparison of the differences in users’ adventure experiences and their attitudes toward the development of local tourism. A qualitative analysis further identifies four strategies for introducing digital LBM into rural placemaking: (1) Encourage face to face communication, (2) Identify a suitable method by which to use the medium to promote communication between people, (3) Deepen local adventure experiences through communication, and (4) Enable sustainable placemaking through communication. Furthermore, by reexamining the implementation of university social responsibility (USR) projects that may influence the teaching practice and attitude of the local tribe toward cooperation with the university, this article will provide valuable references for future digital placemaking and USR project implementations.