302
S. Suppipat et al.
Table 19.4 Measure of central tendency in 2018
Year
2018 (n = 8)
Game title
Circular Factory
Magic Village
Trash Eater
Questions
Median
Mode Median
Mode
Median
Mode
1. My knowledge
of
environmental
issues before
playing game is
…
3
3
3
3
3
3
2. My knowledge
of
environmental
issues after
playing game
is…
4
4
4
4
3
3
3. The game
instruction is
straightforward
3
3
4
3 and 5 4
4
4. This game is
interesting
4
4
3.5
4
4
4
5. This game is
fun
3
3
4.5
5
4.5
4 and 5
6. My learning
experience
satisfaction
is…
3
3
4
4
4
4
expressed that their most favorite game elements included physical actions, application of graphics and design elements (either 2D or 3D), interactions with other players
and teamwork, game flow and storytelling, and role-playing that corresponded to a
real-world situation. Other new knowledge gains from playing those games were
reported by participants, such as specific design information, materials, and production techniques, as well as product design case studies. These items were parallel with
the results of Lofthouse’s (2006) pilot test on designer requirements of the ecodesign
tools.
For further suggestions, students reflected that learning by playing and designing
games can broaden their knowledge and unlearn environmental myths. Readability,
interface design, and data visualization by applying suitable images and colors
are greatly important in game design. Moreover, providing additional information about design solution and environmental problem prevention can be useful for
learning experiences. Finally, games that can interconnect with a real-world situation,
especially with cost-conscious and marketing information, are beneficial.
Evaluating the learning effectiveness of this intervention is difficult due to the
small number of participants and insufficient evidence of a previous study setting
without the game assignment. Further research is required by applying pre- and
S. Suppipat et al.
Table 19.4 Measure of central tendency in 2018
Year
2018 (n = 8)
Game title
Circular Factory
Magic Village
Trash Eater
Questions
Median
Mode Median
Mode
Median
Mode
1. My knowledge
of
environmental
issues before
playing game is
…
3
3
3
3
3
3
2. My knowledge
of
environmental
issues after
playing game
is…
4
4
4
4
3
3
3. The game
instruction is
straightforward
3
3
4
3 and 5 4
4
4. This game is
interesting
4
4
3.5
4
4
4
5. This game is
fun
3
3
4.5
5
4.5
4 and 5
6. My learning
experience
satisfaction
is…
3
3
4
4
4
4
expressed that their most favorite game elements included physical actions, application of graphics and design elements (either 2D or 3D), interactions with other players
and teamwork, game flow and storytelling, and role-playing that corresponded to a
real-world situation. Other new knowledge gains from playing those games were
reported by participants, such as specific design information, materials, and production techniques, as well as product design case studies. These items were parallel with
the results of Lofthouse’s (2006) pilot test on designer requirements of the ecodesign
tools.
For further suggestions, students reflected that learning by playing and designing
games can broaden their knowledge and unlearn environmental myths. Readability,
interface design, and data visualization by applying suitable images and colors
are greatly important in game design. Moreover, providing additional information about design solution and environmental problem prevention can be useful for
learning experiences. Finally, games that can interconnect with a real-world situation,
especially with cost-conscious and marketing information, are beneficial.
Evaluating the learning effectiveness of this intervention is difficult due to the
small number of participants and insufficient evidence of a previous study setting
without the game assignment. Further research is required by applying pre- and