296
S. Suppipat et al.
is more useful, interesting, and stimulating than displaying in a written format (Lofthouse 2006). Thus, using game design elements and mechanics can potentially be
an alternative for data visualization. To engage and provide design students with
sustainable design skills, knowledge, and experiences, design educators can integrate gamification techniques, which can foster collaboration and embed sustainable
design practices into the learning experience.
19.3 Materials and Methods
This section describes the teaching context, data collection, and evaluation of the
learning outcomes cultivated in this research project. The study was implemented at
the Department of Industrial Design, Chulalongkorn University (IDCU) and was
conducted among bachelor-level industrial design students. IDCU is the second
department in the Faculty of Architecture located in Bangkok, Thailand where
sustainable design is an elective course for sophomores and juniors.
19.3.1 Participants
All participants were second- and third-year industrial design students who registered
for the sustainable design course during consecutive years in 2016 (n = 10), 2017
(n = 7), and 2018 (n = 8). The students were assigned to design and play the “EcoGame Project” in this course. First, basic knowledge about life cycle design, such as
the characterization factors (CFs) in life cycle impact assessment (LCIA), definitions
of a functional unit and LCA, and LCA tools, including Lifecycle Design Strategies
(LiDS) wheel (Brezet and Hemel 1997), Materials, Energy use and Toxic emissions
(MET) matrix (Knight and Jenkins 2009), and Eco-indicator 99 (Pré Consultants
2000), was introduced during the first three weeks of the course. Afterward, students
were divided into groups of three and were tasked to design a serious game. They
were allowed to choose their content, target players, and difficulty level for creating
an hour-long serious game for two to four players that can raise their environmental
awareness. The gamification design system was implemented during this four-week
design project. Within this period, the proposed design concepts and game elements
of each group were reviewed and received feedback every other week from at least
one of the authors. Finally, the final prototypes of each group were developed and
played by all as an in-classroom activity. Each game testing session was facilitated by
at least one of the group members. This group member introduced the players to the
game and rules, stayed during the game to answer questions, and played along. Upon
completion of all game testing sessions, all participants were requested to answer
the questionnaire and write a reflection on the condition of anonymity.
S. Suppipat et al.
is more useful, interesting, and stimulating than displaying in a written format (Lofthouse 2006). Thus, using game design elements and mechanics can potentially be
an alternative for data visualization. To engage and provide design students with
sustainable design skills, knowledge, and experiences, design educators can integrate gamification techniques, which can foster collaboration and embed sustainable
design practices into the learning experience.
19.3 Materials and Methods
This section describes the teaching context, data collection, and evaluation of the
learning outcomes cultivated in this research project. The study was implemented at
the Department of Industrial Design, Chulalongkorn University (IDCU) and was
conducted among bachelor-level industrial design students. IDCU is the second
department in the Faculty of Architecture located in Bangkok, Thailand where
sustainable design is an elective course for sophomores and juniors.
19.3.1 Participants
All participants were second- and third-year industrial design students who registered
for the sustainable design course during consecutive years in 2016 (n = 10), 2017
(n = 7), and 2018 (n = 8). The students were assigned to design and play the “EcoGame Project” in this course. First, basic knowledge about life cycle design, such as
the characterization factors (CFs) in life cycle impact assessment (LCIA), definitions
of a functional unit and LCA, and LCA tools, including Lifecycle Design Strategies
(LiDS) wheel (Brezet and Hemel 1997), Materials, Energy use and Toxic emissions
(MET) matrix (Knight and Jenkins 2009), and Eco-indicator 99 (Pré Consultants
2000), was introduced during the first three weeks of the course. Afterward, students
were divided into groups of three and were tasked to design a serious game. They
were allowed to choose their content, target players, and difficulty level for creating
an hour-long serious game for two to four players that can raise their environmental
awareness. The gamification design system was implemented during this four-week
design project. Within this period, the proposed design concepts and game elements
of each group were reviewed and received feedback every other week from at least
one of the authors. Finally, the final prototypes of each group were developed and
played by all as an in-classroom activity. Each game testing session was facilitated by
at least one of the group members. This group member introduced the players to the
game and rules, stayed during the game to answer questions, and played along. Upon
completion of all game testing sessions, all participants were requested to answer
the questionnaire and write a reflection on the condition of anonymity.