19 Gamifying Sustainable Design to Enhance Environmental …
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19.3.2 Data Collection
This study comprised five main data collection phases, namely, intent, explore, maketest-learn, launch, and evolve. Phase 1, an intent to raise environmental awareness,
was a preliminary discussion between instructors and students on potential issues of
interest. An unstructured interview was adopted in this phase. Phase 2, an exploration
of life cycle design, clarified the target players and learning outcomes of the EcoGame Project. Students reviewed related literature and collected primary data as a
group. Phase 3, make-test-learn, used game design elements and mechanics to create
a physical, serious game by making a paper prototype. Prototype testing and developing were preceded as cyclical processes to accomplish a final playable prototype.
Phase 4, the launch of the game, included preparing all participants for the introduction of each game, rules, and objectives. A sustainable design checklist was used to
indicate which game could contribute all three main aspects of sustainable design.
Phase 5, an evolution of the game, was related to monitoring and evaluating a gamification solution for effective learning outcomes and environmental consciousness
enhancement. A participant observation approach was chosen to collect qualitative
data during the in-classroom activity and all phases.
19.3.3 Evaluation
To evaluate the learning outcomes of the integrated gamification with sustainable
design in this study, two different tools were applied, namely, a checklist for an
instructor and a web-based questionnaire for students. Sustainable design principles
and gamification order checklists were used to indicate simply if the three main
principles are “present” or “not present” in the content of each game, as well as
which gamification order is applied through the game development. The web-based
questionnaire was designed based on a rating scale and an open-end question. Six
questions rating students’ pre- and post-knowledge of environmental issues, attitudes to game content and elements, and feelings while playing each game, were
constructed with a Likert-type scale. This type of scale is one of the most practical
methods to quantitatively examine quality, and a five-point scale was used in this
study, ranging from poor to excellent (1 = Poor, 2 = Fair, 3 = Average, 4 = Good,
and 5 = Excellent). The median and mode of each question were determined to
compare the measures of central tendency in three different years of this intervention. In a short reflective essay format, two open-end questions asked for students’
opinion on the most favorite elements and further suggestions for each game. Using
this format allowed the authors to identify a common theme from the content of the
reflective essays.
297
19.3.2 Data Collection
This study comprised five main data collection phases, namely, intent, explore, maketest-learn, launch, and evolve. Phase 1, an intent to raise environmental awareness,
was a preliminary discussion between instructors and students on potential issues of
interest. An unstructured interview was adopted in this phase. Phase 2, an exploration
of life cycle design, clarified the target players and learning outcomes of the EcoGame Project. Students reviewed related literature and collected primary data as a
group. Phase 3, make-test-learn, used game design elements and mechanics to create
a physical, serious game by making a paper prototype. Prototype testing and developing were preceded as cyclical processes to accomplish a final playable prototype.
Phase 4, the launch of the game, included preparing all participants for the introduction of each game, rules, and objectives. A sustainable design checklist was used to
indicate which game could contribute all three main aspects of sustainable design.
Phase 5, an evolution of the game, was related to monitoring and evaluating a gamification solution for effective learning outcomes and environmental consciousness
enhancement. A participant observation approach was chosen to collect qualitative
data during the in-classroom activity and all phases.
19.3.3 Evaluation
To evaluate the learning outcomes of the integrated gamification with sustainable
design in this study, two different tools were applied, namely, a checklist for an
instructor and a web-based questionnaire for students. Sustainable design principles
and gamification order checklists were used to indicate simply if the three main
principles are “present” or “not present” in the content of each game, as well as
which gamification order is applied through the game development. The web-based
questionnaire was designed based on a rating scale and an open-end question. Six
questions rating students’ pre- and post-knowledge of environmental issues, attitudes to game content and elements, and feelings while playing each game, were
constructed with a Likert-type scale. This type of scale is one of the most practical
methods to quantitatively examine quality, and a five-point scale was used in this
study, ranging from poor to excellent (1 = Poor, 2 = Fair, 3 = Average, 4 = Good,
and 5 = Excellent). The median and mode of each question were determined to
compare the measures of central tendency in three different years of this intervention. In a short reflective essay format, two open-end questions asked for students’
opinion on the most favorite elements and further suggestions for each game. Using
this format allowed the authors to identify a common theme from the content of the
reflective essays.