308
S. Suppipat et al.
post-tests considering sustainable design principles on the following two groups of
students: one with a conventional design project and the other with a game design
project. The two potential games (i.e. Integro and Circular Factory) should also be
further developed to improve game quality by applying the serious game design
assessment (SGDA) framework of Mitgutsch and Alvarado (2012). These games
can be used as teaching tools for the next sustainable design course.
Likewise, Oberprieler et al. (2017) proposed that individuals’ learning and growth
can be considerably influenced by extending the mechanics and rewards to the real
world and integrating fully with the environment. The results demonstrated that
game design elements and mechanics can potentially be alternative tools that can be
integrated into sustainable design guidance, information, and education. In addition,
these themes can be applied as an early contribution framework of sustainable design
learning experiences.
19.5 Summary
Results obtained from this study indicated that using gamification in sustainable
design pedagogy can amplify learning outcomes. However, the outcomes depend
on three factors, namely, the complexity of rules, the adequate prototype testing in
phase 3 of the gamification design system, and lack of knowledge gain due to physical
actions and game tasks. Gamification can be an innovative approach that combines
design guidance and environmental information to provide a learning tool for industrial design students. In this way, students can learn through playing and designing.
As this approach is at the early stage of intervention in this field, further research is
needed to integrate systematic gamification fully into the learning environment and
incite individuals’ real-world behavioral change.
Acknowledgements The authors would like to thank the Faculty of Architecture, Chulalongkorn
University for supporting the student participants and facilities and the Institute of Environmental
Engineering and Management, National Taipei University of Technology for the financial support.
References
Ashby MF (2008) The CES EduPack database of natural and man-made materials. Cambridge
University and Granta Design, Cambridge, UK
Behrendt S, Jasch C, Peneda MC, van Weenen H (ed) (2012) Life cycle design: a manual for small
and medium-sized enterprises. Springer Science and Business Media
Benyus JM (1997) Biomimicry: innovations inspired by nature. Perennial. Perennial, New York,
New York
Bhamra T, Lilley D, Tang T (2011) Design for sustainable behaviour: using products to change
consumer behaviour. Des J 14:427–445
S. Suppipat et al.
post-tests considering sustainable design principles on the following two groups of
students: one with a conventional design project and the other with a game design
project. The two potential games (i.e. Integro and Circular Factory) should also be
further developed to improve game quality by applying the serious game design
assessment (SGDA) framework of Mitgutsch and Alvarado (2012). These games
can be used as teaching tools for the next sustainable design course.
Likewise, Oberprieler et al. (2017) proposed that individuals’ learning and growth
can be considerably influenced by extending the mechanics and rewards to the real
world and integrating fully with the environment. The results demonstrated that
game design elements and mechanics can potentially be alternative tools that can be
integrated into sustainable design guidance, information, and education. In addition,
these themes can be applied as an early contribution framework of sustainable design
learning experiences.
19.5 Summary
Results obtained from this study indicated that using gamification in sustainable
design pedagogy can amplify learning outcomes. However, the outcomes depend
on three factors, namely, the complexity of rules, the adequate prototype testing in
phase 3 of the gamification design system, and lack of knowledge gain due to physical
actions and game tasks. Gamification can be an innovative approach that combines
design guidance and environmental information to provide a learning tool for industrial design students. In this way, students can learn through playing and designing.
As this approach is at the early stage of intervention in this field, further research is
needed to integrate systematic gamification fully into the learning environment and
incite individuals’ real-world behavioral change.
Acknowledgements The authors would like to thank the Faculty of Architecture, Chulalongkorn
University for supporting the student participants and facilities and the Institute of Environmental
Engineering and Management, National Taipei University of Technology for the financial support.
References
Ashby MF (2008) The CES EduPack database of natural and man-made materials. Cambridge
University and Granta Design, Cambridge, UK
Behrendt S, Jasch C, Peneda MC, van Weenen H (ed) (2012) Life cycle design: a manual for small
and medium-sized enterprises. Springer Science and Business Media
Benyus JM (1997) Biomimicry: innovations inspired by nature. Perennial. Perennial, New York,
New York
Bhamra T, Lilley D, Tang T (2011) Design for sustainable behaviour: using products to change
consumer behaviour. Des J 14:427–445