This study investigates the integration of Design Thinking within Alternate Reality Game (ARG) research to explore and enhance the design of rural experiences within the context of place-based education. Recognizing the potential of ARGs to foster engagement and understanding of local contexts, and addressing challenges in their development and implementation, this research proposes a five-step Design Thinking framework (Empathize, Define, Ideate, Prototype, Test) as a theoretical and practical approach for ARG development in rural settings. A case study was conducted in the Shibachongxi riverside community in Shiding District, New Taipei City, Taiwan, involving teachers, and local cultural workers. Focus group discussions and a mixed-methods approach, including qualitative feedback and quantitative questionnaire analysis (Cronbach’s Alpha = 0.928), were employed to evaluate the feasibility and educational potential of this framework. Preliminary findings indicate that the integration of Design Thinking and ARG effectively promoted cognitive learning outcomes and enhanced learning motivation and attitude change towards local culture. The study also highlighted areas for improvement in user interface design and the integration of historical content. The study concludes by emphasizing the potential of this integrated approach to create innovative and participatory learning experiences in place-based education and provides recommendations for future ARG design in rural contexts.