During the second week, we went on a field trip to the National Human Rights Museum. We learned that the Ren-Ai Building was where political prisoners were held, and the First Court and Military Court were where they were tried. We also went on a guided tour of the Ren-Ai Building and learned about the past governments. The trip was meaningful, and I learned a lot about human rights and past injustices.

Inside the building, the guide showed us the different rooms, such as the Warden’s room, the infirmary, and the prison cells. We learned the history of each room and got a sense of what it was like to be in the jail. Overall, I think this trip helped me a lot with my project, especially in learning about human rights.

In this activity, we learned about indigenous tribes. After our discussion, we created a game called “Hog Riders.” The name represents the conflict between groups, the struggle for survival, and the effort to gather resources to support one’s family. We made a simple drawing so the audience could easily follow our instructions and start playing the game. I designed the map and explained the rules to Quintin and Jacky, making sure we all understood how to play. Apparently, we also added a checklist with relevant information to make sure it's usable. Quintin and Jacky were very supportive teammates! Indigenous groups are our precious treasure, and we should always respect, protect, and learn from them.

We didn’t have enough time to prepare our presentation, and our teammates didn’t come to school for the entire week. As a result, our work wasn’t well-organized or fully prepared. However, our task description of the game was detailed, and the audience could easily follow the rules and learn something from it. I did the explaination of the driving question, how does the past shape boundries between lives.

There is a very serious issue in Taiwan regarding migrant workers: many are underpaid and treated unfairly. Our third outline focuses on migrant workers and aims to explain their rights. By doing this, we hope to make the world a better and more equal place. I think this outline presents clear information, and through this project, I learned how to complete our work even when our team faced challenges. I contributed to developing our game concepts and connecting them to real-life goals. We want our audience to understand how unfair regulations in Taiwan negatively affect migrant workers, and why change is important.

Our final project will focus on the story of the Puyuma Warrior. The game describes how the Puyuma people of Taiwan once relied on hunting—not only for food, but as an important cultural tradition. After the government created new laws banning guns and hunting, the Puyuma culture began to fade. Fewer young people learned the old ways, and many traditional skills slowly disappeared. However, one young warrior refused to let the culture die. He became a symbol of hope.

In our game, the player is a person who goes to lives with the Puyuma community. At first, he only observes their lifestyle, but soon he realizes the struggles they face. He sees how traditions are being lost, how the older generation feels powerless, and how the young no longer care. Eventually, he decides to help the warrior find a solution and bring the culture back to life. 

In addition, we added a basic drawing of our game, and we will present it in the PBL exhibition. Also me Russell and I typed a background story about the Puyuma people, so the audience can understand our game concepts. 

In the second picture, we are planning the game that will be created in Unity Hub. It outlines every step, detail, and concept related to our game about the Puyuma Warrior. The player must gather 10 supplies each day to provide for their family, and after 4 days, they win the game. The player can also restore energy to attack other strongholds by answering questions correctly.

Throughout the process, I took the initiative to learn on my own and asked my teacher for support whenever I needed it. I worked hard to figure out how to make the buttons function properly and add pictures to the game. It was challenging because my teammates weren’t contributing to the project, so I had to put in most of the effort myself to get it done.

If I had another chance to work on our game, I would choose hardworking and conscientious teammates. I would also revise every part of the outline to improve my grade. Furthermore, we can design a fruitful, innovative, and exquisite game.

After this semester is over, I want to share my game with my family and let them enjoy it. I hope it will make them proud of what I’ve accomplished. Through the game, I want players to learn about Indigenous peoples—their rights, traditions, and culture. Next semester, I hope to expand on these ideas and turn them into new and meaningful projects. More importantly, I want my work to raise awareness and inspire understanding, so that in my own way, I can help make the world a better place.