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19.1 Introduction
Over the past decades, taking into account environmental issues during new product
development has become a major challenge for industrial designers. Given the importance of a design decision in environmental impacts, sustainable design is defined
as the integration of social, environmental, and economic design aspects that can
critically change production and consumption patterns. The three main principles of
sustainable design are socially responsible design, life cycle design, and resourcebased economy (Deniz 2016). When considering sustainable design education, one of
the relevant problems among industrial designers is lack of knowledge and information on environmental performance, which stems from limited sustainability awareness during design and planning stages (Deniz 2016; Lofthouse 2006). The application of sustainable design principles can extend the awareness of environmental issues
in every scale of design education, and it requires a new way of thinking and certain
frameworks for consideration (Deniz 2016). Recently, various gamified interventions
have been implemented in many contexts, including design education (Herrington
and Reeves 2011; Landers et al. 2018; Oberprieler et al. 2017; Boks and McAloone
2009). Gamification is the use of game design elements and mechanics in non-game
contexts to engage users and affect real-world experiences (Landers et al. 2018;
Oberprieler et al. 2017; Wiggins and Khosrow-Pour 2018). Thus far, gamification
has been a novel concept introduced in a sustainable design curriculum. Integrating
sustainable design pedagogy with gamification techniques is of interest to raise environmental consciousness of students and expand learning outcomes. The aim of this
research project is to evaluate and validate the effectiveness of integrating gamification with sustainable design practices in higher education. This study was conducted
annually for three consecutive years as part of the sustainable design course at the
Department of Industrial Design, Chulalongkorn University in Bangkok, Thailand
and implemented through a design assignment called “Eco-Game Project.”
19.2 Background
19.2.1 Gamification in Design Education
Gamification and serious games have been recently developed to educate and motivate users in several fields. Boks and McAloone also suggested that gamifying should
be aimed at educating a selected audience (Boks and McAloone 2009). The academia
has put forward various definitions of gamification (Herrington and Reeves 2011;
Landers et al. 2018; Oberprieler et al. 2017, 2018). Oberprieler et al. (2017) offered
one of the most inspiring definitions, that is gamification is the use of game mechanics
and the design of experiences to engage users and solve problems in the real world.
Gamification differs from games and game-based learning in important ways. A game
S. Suppipat et al.
19.1 Introduction
Over the past decades, taking into account environmental issues during new product
development has become a major challenge for industrial designers. Given the importance of a design decision in environmental impacts, sustainable design is defined
as the integration of social, environmental, and economic design aspects that can
critically change production and consumption patterns. The three main principles of
sustainable design are socially responsible design, life cycle design, and resourcebased economy (Deniz 2016). When considering sustainable design education, one of
the relevant problems among industrial designers is lack of knowledge and information on environmental performance, which stems from limited sustainability awareness during design and planning stages (Deniz 2016; Lofthouse 2006). The application of sustainable design principles can extend the awareness of environmental issues
in every scale of design education, and it requires a new way of thinking and certain
frameworks for consideration (Deniz 2016). Recently, various gamified interventions
have been implemented in many contexts, including design education (Herrington
and Reeves 2011; Landers et al. 2018; Oberprieler et al. 2017; Boks and McAloone
2009). Gamification is the use of game design elements and mechanics in non-game
contexts to engage users and affect real-world experiences (Landers et al. 2018;
Oberprieler et al. 2017; Wiggins and Khosrow-Pour 2018). Thus far, gamification
has been a novel concept introduced in a sustainable design curriculum. Integrating
sustainable design pedagogy with gamification techniques is of interest to raise environmental consciousness of students and expand learning outcomes. The aim of this
research project is to evaluate and validate the effectiveness of integrating gamification with sustainable design practices in higher education. This study was conducted
annually for three consecutive years as part of the sustainable design course at the
Department of Industrial Design, Chulalongkorn University in Bangkok, Thailand
and implemented through a design assignment called “Eco-Game Project.”
19.2 Background
19.2.1 Gamification in Design Education
Gamification and serious games have been recently developed to educate and motivate users in several fields. Boks and McAloone also suggested that gamifying should
be aimed at educating a selected audience (Boks and McAloone 2009). The academia
has put forward various definitions of gamification (Herrington and Reeves 2011;
Landers et al. 2018; Oberprieler et al. 2017, 2018). Oberprieler et al. (2017) offered
one of the most inspiring definitions, that is gamification is the use of game mechanics
and the design of experiences to engage users and solve problems in the real world.
Gamification differs from games and game-based learning in important ways. A game