THE FOOD FIGHT:
A GAMIFIED APPROACH TO FOOD WASTE COLLECTIONS AT PHILADELPHIA UNIVERSITY
A Thesis
Presented to the Faculty
of Philadelphia University
in Partial Fulfillment of the Requirements for the Degree of
Master of Science in Sustainable Design
By
James Joon Chun
May 2015
APPROVAL FORM
© 2015 James J. Chun
ABSTRACT
This thesis investigates the role of applying game design principles and elements to
engage in sustainable behaviors. It focuses on the role of using “fun” to motivate individuals to
promote sustainability. Games are especially powerful for millennials because of their
familiarity with technology. Games provide rich feedback to players’ actions, a sense of
progression, and the ability to collaborate to address complex problems at large scales. The
project involves survey results on levels of interest, a “charrette” style workshop to develop
ideas, and a proposed project plan to implement a game to compost food waste at Philadelphia
University. The design is reinforced through a synthesis of existing research into the use of
gamification and the use of games in non-game contexts.
ACKNOWLEDGMENTS
During this thesis I’ve been blessed with an incredible community of friends, family,
professors, and classmates. I want to give special thanks to Rob Fleming who has been a
source of deep encouragement and inspiration. I want to thank Rob Fryer for his
invaluable feedback, Jason Crook for guiding me on my survey design, and James
Mellentine for helping me with my calculations.
Thank you to Jen Mastalerz of “The Compost Coop” who met with me on several
occasions to give me a crash course on composting. I also want to thank Luke Keller, the
creator of “Hello Compost” who helped me to focus my design. I was greatly influenced
by Kevin Werbach’s teachings on gamification and Jane McGonigal’s visionary work on
games for change. I’m indebted to Chris Hesselbein for creating a template for my
leaderboard and Henry Phan who educated me on the business side of gamification. I’m
also thankful to Tyler Monagan with the “Kukui Cup” for helping me refine my game
plan.
I want to thank my friends Adam and Jule for always bringing everyone together for
game nights and taking care of me as one of their own. A special thank you goes out to
my roommate Ken who’s endured all of my nonsensical ramblings and emotional ups
and downs through the thesis process.
Thank you to the members of the “composting group” including Chad White, Trevor,
Jeanneret, and Joe. Thank you to everyone that filled out my survey and those that took
part in the “charrette” workshop I held.
I’m grateful to the following people that that gave up their time to talk with me back
when I thought my topic was going to be on urban food production: Mat Brener, Ashley
Revay and Jonathan Keane from “Babylon Gardens”, Bennett Compost, Growing Power,
Sarah Endriss, Robert Levine, Johnny Hopkins from “PhillyEarth”, Christian Brown, Alex
Epstein of the “Philly Urban Creators”, Charlie Wirene from the Active Citizen’s Project,
Josh Fraundorf of “The Plant Chicago”, Dustin Betz of “Green Towers LLC”, Zac Kind of
the “Philly Urban Creators”, and Diana Jih of the NKCDC.
Finally I want to thank all of the coffee shops, supermarkets, and Wi-Fi hotspots I used
while writing this thesis. There’s definitely no shortage of people to thank and I’m
excited to see where the future leads.
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TABLE OF CONTENTS
ACKNOWLEDGMENTS .................................................................................................................... iv
LIST OF FIGURES ............................................................................................................................. vi
CHAPTER ONE: Introduction ........................................................................................................... 1
Year of the Millennials ................................................................................................................. 1
Climate Change – A Global Problem ............................................................................................ 4
CHAPTER TWO: The Challenges ...................................................................................................... 7
Word Without Deed..................................................................................................................... 7
The Experiential versus the Analytical ..................................................................................... 8
There and Back Again, A Habit’s Tale ...................................................................................... 9
Fighting the feeling of futility................................................................................................. 11
Disconnected and Depleted ................................................................................................... 14
Wasting Away: Food Waste ....................................................................................................... 15
CHAPTER THREE: The Consequences ............................................................................................ 18
Time – a nonrenewable resource .............................................................................................. 18
The head and the heart.......................................................................................................... 19
The Inadequacies of Guilt ...................................................................................................... 20
Fear and Fatalism .................................................................................................................. 22
Divided We Fall ...................................................................................................................... 24
The Problem on the Plate .......................................................................................................... 26
CHAPTER FOUR: The Solution ....................................................................................................... 30
The “Food Fight” and the Power of Games ............................................................................... 30
Energizing Efforts ....................................................................................................................... 39
Designing the Game: Calculating Mastery ............................................................................ 48
An Economy of Emotions ........................................................................................................... 54
Designing the Game: Engineering the Experience ................................................................. 59
Engaging in Hope ....................................................................................................................... 61
Designing the Game: Staying Social and Hopeful .................................................................. 69
Collaboration and Co-creation ................................................................................................... 73
Designing the Game: Strength in Numbers ........................................................................... 77
CHAPTER FIVE: Conclusion ............................................................................................................ 83
REFERENCES ................................................................................................................................... 87
Survey Design ........................................................................................................................... 105
Survey Results .......................................................................................................................... 107
Charrette Style Design Workshop ............................................................................................ 114
Project Plan .............................................................................................................................. 117
v
LIST OF FIGURES
Figure 1.1 Growth of Millennials ..................................................................................................... 2
Figure 1.2 Global Temperatures ...................................................................................................... 4
Figure 2.1 Declining Voter Turnout Emphasis on New York and Philadelphia .............................. 12
Figure 2.2 Choosing a reassuring lie cartoon ................................................................................. 14
Figure 3.1 “The Razor’s Edge” of resource supply and demand .................................................... 18
Figure 4.1 "Food Fight" Front Page ................................................................................................ 30
Figure 4.2 Interest Levels for a Composting Game ........................................................................ 33
Figure 4.3 Breakout session ........................................................................................................... 35
Figure 4.4 Popular Designs............................................................................................................. 36
Figure 4.5 Gender breakdown of gamers ...................................................................................... 37
Figure 4.6 The Flow Zone is found between boredom and anxiety .............................................. 39
Figure 4.7 Increased Gray Matter from Video Game Training ...................................................... 41
Figure 4.8 “Reach for the Sun” Screenshot ................................................................................... 43
Figure 4.9 "This War of Mine" Screenshot..................................................................................... 44
Figure 4.10 Stages of Mastery ....................................................................................................... 47
Figure 4.11 Data Input Using Google Forms .................................................................................. 49
Figure 4.12 XP Calculations ............................................................................................................ 50
Figure 4.13 XP Thresholds .............................................................................................................. 51
Figure 4.14 CO2 Conversion Formulas ........................................................................................... 52
Figure 4.15 Leaderboard Spreadsheet View .................................................................................. 53
Figure 4.16 The Fun Theory ........................................................................................................... 55
Figure 4.17 Glassphemy ................................................................................................................. 56
Figure 4.18 Re-Mission................................................................................................................... 64
Figure 4.19 "Snow World" fMRI scans ........................................................................................... 65
Figure 4.20 How to Play SuperBetter............................................................................................. 66
Figure 4.21 Weekly score updates ................................................................................................. 70
Figure 4.22 Carbon Visualizer ........................................................................................................ 71
Figure 4.23 Leaderboard ................................................................................................................ 72
Figure 4.24 Foldit Screenshot ........................................................................................................ 75
Figure 4.25 Social Engagement Loop ............................................................................................. 77
Figure 4.26 Collective goals ........................................................................................................... 78
vi
CHAPTER ONE: Introduction
Year of the Millennials
“If we want to solve problems like hunger, poverty, climate change, global
conflict, obesity, I believe that we need to aspire to play games online for at least
21 billion hours a week, by the end of the next decade.” (McGonigal, 2010).
The quote above is from the game designer, Jane McGonigal during her 2010
“TED Talk.” She is convinced, along with a growing number of people that games are
powerful and can be used for a purpose. It may come as a surprise, but there is an
enormous network of problem solvers within the gaming community that is often
overlooked. People are playing over 3 billion hours of games weekly worldwide, and
games are effective at reaching such a wide audience especially the current generation
of Millennials because they have grown up in the digital age.
Millennials are described as people born between 1980-2000 (The Council of
Economic Advisors, 2014). According to the Pew Research Center (2015) they’re set to
be the largest generation in the U.S. surpassing even the baby boomers in 2015 as seen
in Figure 1.1.
1
Figure 1.1 Growth of Millennials
Source: Pew Research Center
It is estimated that by 2020, 50% of the entire workforce will be Millennials (PwC, 2011).
This new generation is distinctly different than its predecessors. Growing up with the
internet and rapidly advancing technology creates unique expectations that depart from
traditional standards, such as rigid hierarchies and delayed progression. The
conventional techniques used to reach out to people are not working with Millennials,
and according to one study, 71% of employees in America are saying they are not
“engaged” in their jobs leading to drops in productivity and interest (Krueger, J. &
Killham, E., 2006). Some may view this as evidence of an apathetic generation, but it’s
more indicative of a lackluster approach to a changing workplace. For instance, the
2
majority of this age group responds poorly to strict corporate arrangements, because a
desire to progress quickly, to experience variety in their career, to receive constant
feedback, and to continue learning are all considered important for Millennials (PwC,
2011). Essentially, Millennials seem to be looking to have more fun, and all these
components are naturally found within well-designed games. Outwardly, people appear
to be lethargic and uncaring, but research shows that they actually want to contribute
to society more than past generations (The Council of Economic Advisors, 2014). In a
study done by Cone Communications (2014), 71% of Millennials used social media to
express their thoughts on meaningful issues.
The challenge then is to identify a way to mobilize this new wave of
technologically empowered individuals to solve the world’s most pressing issues.
There’s no shortage of global problems to tackle, and one of the most urgent issues is
sustainability. To compel the public to face such a vast problem, the world can learn
from games and the power they have. Rather than dismiss gaming as an unhelpful
waste of time, great benefits can be gained from discovering why people are voluntarily
devoting time and effort to these virtual worlds. Valuable principles can be gleaned
from intelligent game designs to create renewed contexts for people to dive deeper into
reality. All of their abilities can be harnessed toward fighting problems like climate
change.
3
Climate Change – A Global Problem
There is a wide consensus among scientists that the climate is changing. The
year 2014 was declared the hottest on record according to studies from both NASA and
NOAA (NASA, 2015). Figure 1.2 shows temperatures and distribution for 2014. Since
Figure 1.2 Global Temperatures
Source: NOAA’s National Climatic Data Center. Data source: GHCN-M version 3.2.2 &
ERSST version 3b.
1880, temperatures have gone up by 1.4 degrees Fahrenheit which may seem
inconsequential but subtle shifts have powerful interactions around the globe (NASA,
2015). Human life is nurtured by very specific settings which are more delicate than
many would suspect. Today, the preliminary effects of a warming planet are coming in
the form of such phenomenon as rising sea levels, ocean acidification, air pollution,
more severe weather patterns, droughts, floods, and wildfires (NASA, 2015).
4
Ingrained habits are difficult to change. People in the developed world are
demanding more resources. Excess and waste are consequences of a culture that
reinforces the status quo. Advocating for sustainability on a large scale can make many
feel uncomfortable, and resistance can be expected. Education and awareness are
important, but more must be done to motivate people for strategic action. According to
the World Economic Forum’s 2015 Global Risks Report, the environmental dangers of
extreme weather events, failure of climate-change adaptation, natural disasters, loss of
biodiversity, and man-made environmental catastrophes increased in likelihood
compared to 2014 (WEF, 2015). Two out of the top five risks with the highest impact
and likelihood directly relate to environmental degradation including a crisis with water
and a failure to adapt to climate change. The report also reveals the interconnected
nature of climate change issues as it indirectly interacts with political, economic, and
health risks. The consensus is that it’s a serious concern, but little has been done to
confront it. The primary approach has relied on short-term solutions but they seem to
be only reactions to the symptoms rather than the root cause. To make a lasting impact,
long-term commitments need to be made to treat the underlying causes that shaped
the dilemma in the first place.
Sustainability risks being reduced to a trendy phrase unless its urgency and
importance can deeply engage a wider audience. Experts agree that guilt is a poor
motivator (Harvard Health Publications, 2009). Long lasting change is most likely to
occur when it is self-motivated and supported with positive emotions (Harvard Health
Publications, 2009). An alternative approach drawing people in with fun may have a
5
positive impact on motivation (Werbach, 2012). Games offer an opportunity for
collaboration on this crisis (McGonigal, 2011). This thesis will dive deeper into the
problems, investigate the value of games, and present a means to leverage gamification
to build participation in food waste collections on the campus of Philadelphia University.
6
CHAPTER TWO: The Challenges
Word Without Deed
The evidence for climate change seems compelling. There is a consensus among
scientists with 97% asserting that climate change in the past century is most likely a
result of human impacts (NASA, 2015). Yet, change does not appear to be taking root.
Patterns of consumption, habits, and lifestyles appear to be unaffected at the ground
level of personal actions. When asked what is the most important problem facing
America today, only 2% responded with environmental concerns (Gallup Inc., 2015).
When asked about the biggest problem in the future, 25% of Americans saw global
warming as a problem, but action is still lagging behind (Yeager, Larson, Krosnick &
Tompson, 2011).
Americans are better informed about global warming, but research indicates
that there is a lot more to be done. A study done by Yale highlights six different
perspectives on climate change in America. They acknowledged that only a small
percentage of the population deny climate change completely. Most fell into the
“concerned” category meaning they are fairly certain global warming is happening but
their actions are limited. The second largest group was labeled “cautious” meaning they
believe in climate change but not certain and not very likely to have any strong opinions
about the issue (Leiserowtiz, Maibach, Roser-Renouf, Feinberg & Howe, 2013). The
study asked respondents about their perceptions of benefits and costs if the US were to
reduce global warming or fossil fuel usage. The “concerned” group saw more benefits
7
than risks while the “cautious” group saw benefits, though they pointed out more costs
as well (Leiserowtiz et al., 2013).
A separate report from the Yale Project on Climate Change Communication
reinforces findings on American perceptions of a warming planet. However, it was
determined that few Americans were “very worried” about global warming seeing it at
as a danger to worry about much later (Leiserowtiz, Maibach, Roser-Renouf, Feinberg &
Rosenthal, 2014). It also investigated the prevalence of global warming in normal
conversations, and found that only one in three Americans talk about it even
occasionally with family and friends (Leiserowitz, 2014). There’s generally an
intellectual acceptance of the problems of human-induced climate change, but it is not
transmitting the level of immediacy it requires. The fact that it is detached from
everyday dialogue reveals that Americans are not attributing a high level of importance
to it. Though there is progress, barriers still exist both structurally and psychologically.
The Experiential versus the Analytical
To investigate why hard science is not having a greater influence on changing
behaviors, the notion of motivation has to be studied. This topic is of particular interest
to the field of psychology, and many researchers offer their insights into the issue. Due
to the intricate nature of motivation, numerous reasons contribute to resistance or
inaction. One study points out that people respond more readily to emotions or
experiences instead of analytical processing, which is a much slower process. A lot of
the predictions and literature on climate change relies heavily on massive volumes of
data that are methodically interpreted. The projections are future oriented but the
8
human heart reacts more readily to visceral emotions (Slovic, Finucane, Peters &
MacGregor, 2004). Limited attention seems to be aimed at rousing the emotions and
the scientific data rarely puts a human face to climate change (Abbasi, 2005).
Many do not have first-hand experiences with climate change, and the only
understanding may be from the media, personal conversations, or fragments of
education on the topic (Swim et al., 2011). This detached familiarity with the issue
brings about a sense of uncertainty. It becomes easier to disconnect from the abstract
concepts in favor of more concrete conclusions. Since the threats tend to be removed
from everyday perceptions and there is limited feedback, the threats are perceived to
be relatively low (Swim et al., 2011). What results may amount to a gross
underestimation of what must be done to prevent the long-term shocks of climate
change from occurring.
There and Back Again, A Habit’s Tale
Doubts can creep into an apathetic intellectual landscape and inhibit movement.
The hurdle that lies before the public is the mountain of ingrained habits learned over a
lifetime. Aarts & Dijksterhuis (2000) noticed that habitual behaviors are evoked almost
automatically after a routine is set because it creates a link between goals and actions.
They comment on the activation levels of different behaviors and those that are
practiced more, gain more strength. Therefore, these habits tend to produce a default
response toward specific tasks. The study remarks how planning to act differently must
be intentional to interrupt this behavioral process (Aarts & Dijksterhuis, 2000). Other
9
researchers have studied the difficulty of redirecting behaviors like eating habits or the
use of cars for commuting (Hobson, 2003).
Lindenberg & Steg (2007) note that human beings have many different goals and
values at any given time with differing levels of prominence based on the primary goals
that direct them. They identify three representative “goal-frames” that determine a
person’s actions and instances where conflicting goals are overpowered. Hedonic goal
frames are dependent on affect and directed at improving one’s mood, whether that is
the avoidance of negative events or the pursuit of pleasure. It is based on short-term
rewards and thus a potent force in motivation. A “gain goal frame” seeks to preserve
individual resources in the case of choosing to buy a product that is cheaper instead of
one that may be more environmentally friendly. It leads to pushing other conflicting
goals to the background. The final category they identify is the “normative goal frame”
which is rooted in doing things that one thinks is right. It takes a longer view of actions
and is the most applicable to sustainable behaviors.
The researchers contend that more study needs to be done on activating
emotions to stimulate environmentally friendly behaviors and aligning the motives of
“gain” and “hedonism” with a normative goal mindset (Lindenberg & Steg, 2007).
Unless the “normative” mindset is strengthened, it runs the risk of being suppressed by
opposing desires of hedonism or resource preservation. Future benefits may be
forfeited for immediate satisfaction.
10
Fighting the feeling of futility
People may have a lot of intellectual knowledge about the state of the climate
but research suggests that many may be relying on others to act (Swim et al., 2011).
Without a tangible measurement of one’s actions, individuals may dismiss the
importance of change at a personal level and pass off responsibility to others (Swim et
al., 2011). One such example is the standstill between government and business on
sustainability. Politicians are wary that businesses may respond poorly to regulations
and withhold their campaign support while businesses are cautious of reorienting their
strategy in case consumers do not respond (Abbasi, 2005). Each one is expecting the
other to act and may inadvertently lead to indecision and delayed initiatives. In a study
including 3,000 participants from 18 different countries, most agreed that global
warming would likely get worse in the next 25 years but at the same time, 15 of these
countries thought environmental problems were worse in other parts of the world
making people less motivated to act locally (Gifford et al., 2009). Self-justification
combined with the institutional barriers of organizational policies perpetuate the
problems of global warming.
The all-encompassing scope of climate change sometimes leads people to feel a
lack of control over the situation contributing to indifference (Gifford et al., 2009).
Similar levels of apathy can be observed in the political realm through voting behaviors.
Seemingly small actions like voting may be viewed as insignificant in changing the
course of larger decisions. Michael Delli Carpini presents evidence that America’s youth
is generally disengaged from politics citing only 19% of people age 18-29 who follow
11
government “most of the time” (2000). He attributes the decline to a lack of faith in the
effectiveness of the political system to enact change (Delli Carpini, 2000). This
pessimistic cultural milieu is even more pronounced when observing local elections.
Voter turnout is dropping rapidly and in one research study analyzing data from 144 U.S.
cities over 340 mayoral elections, less than 21% of the public on average cast their
ballots (Holbrook & Weinschenk, 2013). Figure 2.1 presents the steady drop in voting
Figure 2.1 Declining Voter Turnout Emphasis on New York and Philadelphia
Source: Chicago Board of Election Commissioners, Los Angeles City Clerk, New York
Board of Elections, Office of the Philadelphia City Commissioners
for mayoral elections in New York and Philadelphia. The data gives us an insight into the
psychological impediments that may lead citizens to feel as if their actions are
meaningless. It can be correlated to the global warming crisis and can partially inform
why change is often so sluggish.
Another possible reaction to the grand scale of the climate change issue is to be
overwhelmed by it. It may be that many undervalue the risks of climate change but
12
psychologists have also noticed that for others, negative emotions can be problematic.
Climate change that feels rapid is prone to feelings of dread, fear, and anxiety (Swim et
al., 2011). It is conceivable to have a thoroughly discouraging outlook on the situation,
especially if one absorbs all of the unbalanced amounts of media attention given toward
more tragic events. Those with an overly-scrupulous conscience may be susceptible to
hopelessness.
Without the presence of hope, they may feel out of control and identify positive
actions as illusory. Gifford, Iglesias, & Casler (2008) remark how one of the coping
mechanisms for experiencing a lack of control is denial. In an article reviewing Kari
Marie Norgaard’s work entitled “Living in Denial”, the functional denial of climate
change is supported through her research conducted in Norway (Shearer, 2011).
Shearer recognizes Norgaard’s study into the subtle social norms that are practiced to
evade unpleasant sentiments and add to a dormant approach to climate change
mitigation (Shearer, 2011).
13
Figure 2.2 Choosing a reassuring lie cartoon
Source: (Bennett, 2014)
It becomes easier to endure reality if certain elements of truth are left out or
overlooked. Constant fears galvanize a defeatist attitude embracing the belief of
inevitable devastation. Questions might arise as to the efficacy of sustainable and an
insecure fear of failure can further deter progress. The state of affairs depicting how
people believe what they want to is satirized in Figure 2.2. It appears that people can
either be paralyzed by fear or casually disregard the urgency needed to address the risks
of climate change. Both extremes are unhelpful in the development of a solution.
Disconnected and Depleted
Counter to the status quo, pockets of people are ready to lead the charge in
addressing climate change, but there is a lack of pervasive adoption and sustained
engagement. For instance, Connecticut College tried to start a mug sharing program to
14
reuse mugs from the dining hall but it stopped because students did not respond as
expected. They ended up taking more mugs and not returning them to the dining halls,
and they indicated that 88% if the mugs went missing. The organizers attributed a lack
of sufficient incentives to return the mugs (Stuart, 2013). Initiatives like this, though
admirable, are limited in their effectiveness because they are either put in as a
mandatory requirement or are championed only by a few select leaders. If
sustainability is to transcend this “green” plateau, the bulk of the general public has to
participate voluntarily and intentionally.
Passionate activists and leaders are investing their time and resources into
changing the culture though their efforts can sometimes be disjointed. The risks of
burnout run high in groups that are unevenly supported by only a handful of individuals
(LaRocca, 2004). The growth of grassroots organizations are encouraging and can build
up strong social networks. Unfortunately, they also have the potential to push others
away and isolate themselves from the greater public if they are not sensitive to the
cultural context of the area (LaRocca, 2004).
Wasting Away: Food Waste
Climate change is influenced by numerous human impacts. While the food
system is at serious risk, people still add to the problem through the poor handling of
food waste. The concept of food waste is often overlooked but it demands attention. As
food decomposes in landfills without proper aeration, it releases methane or CH4. The
EPA states that "Pound for pound, the comparative impact of CH4 on climate change is
over 20 times greater than CO2 over a 100-year period” (EPA.gov, 2014). The idea of
15
redirecting organic food waste is not as widespread as other actions like recycling. In
2012, 34.69 million tons of food waste went into landfills and 97% of all food waste ends
up here (EPA, 2012). Research shows that organic materials comprise the largest
component of the municipal solid waste stream (EPA, 2012). As these organic
ingredients decompose in unnatural settings, they fester and emit methane which is 21
times more potent than CO2 (EPA, 2015).
The food system itself contributes a great deal to climate change including the
energy used to deliver it. These days food travels vast distances, and research shows
that an average meal prepared in America includes ingredients from at least five other
countries (NRDC, 2007). The tendency to crave food out of season means more CO2 is
being produced from ships, planes, and trucks. In 2005, the NRDC revealed that
California’s airplane-imports of fruits, nuts, and vegetables gave off the same amount of
CO2 as 12,000 cars (NRDC, 2007). In the conventional US food system, food travels an
average of at least 1,500 miles to reach its final destination (Pirog, Van Pelt, Enshayan &
Cook, 2001). In some instances, that distance can be even greater, and many are
investigating the benefits of using more local food systems to mitigate climate change
impacts (Spielman, 2007). Locally grown food is a good alternative, but conventional
patterns of consumption remain, which is an obstacle to switching to this alternative.
In a time when food is traveling farther than ever, more of it is being thrown out
daily. In a report issued by the U.N. Food and Agriculture Organization, it’s estimated
that 1/3 of all food produced around the world is lost or wasted. In developed countries
like the U.S., over 40% of the food waste generated is at the level of the retailer and
16
consumer (FAO, 2011). Edible food might be discarded on the basis of cosmetic
imperfections or leftovers might be forfeited and forgotten. The National Resources
Defense Council found that 40% of food in America goes to the landfill and they
calculated that it’s the equivalent to $165 billion in food waste costs (NRDC, 2012).
The data on food waste in America sheds light on another prevalent issue with
human health and obesity. Only those who have the available resources can afford to
actually waste food that could otherwise be eaten. It implies that there may be a
surplus of food being purchased and consumed, impacting overall eating habits. It
appears that the epidemic of obesity has risen by 37% between the years of 1998 and
2006 (Finkelstein, Trogdon, Cohen & Dietz, 2009). By 2012, 16.9% of the youth and
34.9% of the adult population were overweight (Ogden, Carroll, Kit & Flegal, 2014). The
increasing prevalence of obesity has a definite economic cost, and in 2006 a study
determined that indirect medical spending was 42% higher for individuals that were
obese compared to someone with a normal weight (Finkelstein, Trogdon, Cohen &
Dietz, 2009). Weight related issues were deemed to be responsible for nearly $40
billion in increased medical spending in 2006 (Finkelstein, Trogdon, Cohen & Dietz,
2009). The question now is whether eating habits can be moderated and modified to
include more natural forms of food rather than an overabundance of processed
materials. At the heart of the epidemic may be the perception that people can continue
their patterns of consumption without cost or negative impacts. Personal choice and
responsibility must be respected, but something must be done to restrict the amount of
methane that’s being released from rotting food and restore the soil at the same time.
17
CHAPTER THREE: The Consequences
Time – a nonrenewable resource
“Men argue. Nature acts.” - Voltaire
The United Nations projects that the world’s population will rise to 9.6 billion by
2050. (U.N., 2011). Figure 1.4 shows the “razor’s edge” between supply and demand
Figure 3.1 “The Razor’s Edge” of resource supply and demand
Source: “Design Education for a Sustainable Future,” by R. Fleming, 2013. Original
source from The Natural Step Program http://www.thenaturalstep.org/ed/natural-stepfunnel.
that is being quickly approached. The rapid spike in population growth naturally means
that there will be a higher demand for resources and space. Yet, at the same time,
humans are consuming more than ever. If these patterns continue, there will not be
enough for everyone. On one hand, there has to be a decrease in demand, and on the
18
other hand, actions must be taken to regenerate the resources that are being depleted.
There simply is not enough time to go along with business as usual. The long-term
impacts might be detached from the public mind, but they are indeed real. Nearly all
scientists around the world agree climate change is happening and inaction will result in
an increase in severe weather and unchangeable impacts to people and the
environment (IPCC, 2014). To prevent the worst effects of climate change, extensive
efforts will have to be maintained or the landscape will be changed forever (IPCC, 2014).
The evidence is being reinforced year after year, but widespread efforts are still lacking.
This is the context for sustainability, and it requires a unified response to change the
situation. The concept of intergenerational equity urges the world to take a long-term
view of today’s troubles with climate change.
The head and the heart
It’s plain to see that scientific data alone will not be able to change behavior. It’s
not realistic to wait for the proper feelings to catch up to the information about climate
change. The scientific community has traditionally appealed to the analytical part of the
mind seeking to change mindsets with evidence alone. Unfortunately, only a minority
become very concerned because climate change is still an abstract concept to many
with its primary effects removed from their everyday experiences. The emotions have a
distinct role in stirring up action, and unless they are addressed, change will continue to
elude.
Didactic presentations of mathematical formulas and complex projections of a
changeable future are not convincing by themselves. Scientific findings are essential,
19
but many researchers lack the ability to communicate effectively to society at large
(Abbasi, 2005). The public needs to contextualize the findings on global warming.
Additionally, research shows that many people are skeptical about warnings from
government representatives and scientists (Swim et al., 2011). One thing is certain, the
conversation on climate change must not stay bottled up between experts debating the
finer points of methodology or reporting.
Instead, the conversation must infiltrate everyday experiences so that people
can identify with what’s happening. For instance, a missing component in many of the
portrayals of global warming is the use of human faces (Abbasi, 2005). It constrains the
message to an environmental issue when it truly incorporates all life on earth. People
are craving deeper levels of emotional engagement, especially with the younger
demographic. Science has to learn a new language to engage with a new generation of
people or face the threat of sliding into irrelevance in the public mindset.
The Inadequacies of Guilt
Certain lifestyles are predicated on unsustainable behaviors, and old routines die
hard. There have been attempts in the past to use guilt to motivate people to act on
climate change, but research has shown that it’s not always effective. Generally, guilt is
not likely to be very persuasive and more explicit attempts to use guilt might even
irritate and annoy people (O’Keefe, 2002). Even in cases where people respond to guilt,
it often conjures up feelings of resentment in reaction to their perceived manipulation
(Baumeister, Stillwell, & Heatherton, 1995).
20
The problem with these methods is that they rely on negative emotions which
undermines the goal of climate change communication. There’s a danger of creating an
association between guilt and climate change in the public mind and it needs to be
avoided otherwise people will disengage. Guilt relies on pointing out people’s shortfalls
and getting them to change but this dependence on undesirable feelings can cause
dissonant communities in a time where harmony is needed. It can become especially
toxic in relationships if it is overused to get people to do what you want (Baumeister,
Stillwell, & Heatherton, 1995). It’s highly unlikely that entrenched habits will change by
just making people feel bad. Change is hard but it can be aided by empowering others
to choose more positive actions rather than by judgment and criticism (Maio et al.,
2007).
When the tactic of guilt is abused, attitudes might even become hardened and
habits can become even more ingrained. One of the possible responses to the gloomy
messages of global warming include denial, and in some instances people respond by
gratifying their desires and consuming more resources than before (Maiteny, 2002).
Without a nuanced discourse, people might react defensively and rationalize their
behaviors (Mallett, Huntsinger, Sinclair, & Swim, 2008). People tend to get comfortable
with a certain way of doing things and the problem is that these habits often become
mentally automatic, strengthening resistance to lasting change (Maio et al., 2007). A
different narrative is needed to talk about climate change because the existing
approaches are not doing enough by themselves.
21
Fear and Fatalism
It’s not enough to elicit just any emotional reaction from people, as some
emotions may lead to actions that contribute to the problem. The current media
coverage and literature seems to rely heavily on the negative feelings of guilt and fear.
Global warming often gains the media spotlight when there is an upsetting natural
disaster or some other extreme weather related event. It draws attention to the death
and destruction caused, attributing its frequency to climate change. Sadly, a common
response to the overwhelming nature of the news is to become numb to it. After being
bombarded with enough discouraging reports, an individual can become desensitized as
a way to cope. Environmental stressors like pollution might fade into the background of
people’s thoughts because they can seem like minor changes and something to which
they adjusted.
Many of the reports and studies on the subject also seem to focus on the
negative risks involved. An over-emphasis on the consequences of climate change
without mentioning the opportunities may have adverse effects. It might be wellintentioned but studies have shown that attempts to instill a sense of urgency in others
by drawing on a fear of health hazards and natural disasters often lead to the opposite
response (Moser & Dilling 2004). Emotional responses such as indifference, paralyzing
fear, recklessness, and denial are observed in these cases (Swim et al., 2011).
Absorbing the full weight of global warming all at once can be debilitating. The
media can often overwhelm the public with hopeless scenarios and cultivates a sense of
apathy in some (Swim et al., 2011). Lertzman (2008) argues that it’s not apathy, but
22
rather paralysis at the sheer magnitude of the crisis. Some identify this phenomenon as
“eco-anxiety” that’s fueled by fear-provoking messages about global collapse, movies on
environmental disasters, and media reports that emphasize tragedies linked to climate
change. There’s reason to believe that these catastrophic messages can actually have
opposing results. Feinberg & Willer (2011) observed that fear based appeals led some
people to essentially deny global warming. They surmise that the grim outlook
presented by global warming messages conflicted with an individual’s deepest held
beliefs about a stable, just world. Therefore, they disregard the warnings and have a
diminished desire to change things (Feinberg & Willer, 2011).
Yet, if the problems of emotional engagement on the issue of climate change are
ignored, more severe consequences will become commonplace. Mental health is
especially vulnerable to climate change. For example, people may have an increasing
number of personal experiences related to extreme weather which can result in sharp
mental health impacts (Peek & Miletti 2002). Extensive research has been done on the
varied mental health effects of natural disasters. Immediate struggles like acute
traumatic stress, chronic posttraumatic stress disorder, major depression, and profound
grief are common (Fritze et al., 2008).
In an indirect way, climate change influences the social and economic contexts of
many people in the world. Sudden variations in the weather can disturb economic
activities and shatter one’s sense of financial security (Fritze et al., 2008). The enhanced
stress can aggravate mental health and create instances of social isolation, strained
relationships, maladaptive coping mechanisms, and greater rates of suicide (Fritze et al.,
23
2008). Furthermore, a pathological fixation on the global threat of climate change can
produce intense anxiety and distress which may weaken people’s resolve to act
decisively on the issue (Peek & Miletti 2002). Pessimism threatens to become the filter in
which the world is viewed and an overwhelmed spirit is sapped of all motivation.
The decline of nature can have significant impacts on a person’s well-being,
drawing out feelings of loss (Kidner, 2007). Kidner argues that the overall prevalence of
depression in the United States can be attributed to environmental degradation (2007).
He says that industrialized nations like America that define the self in individualistic
terms, don’t see their relationship with the earth and end up denying the truth.
According to him, denial is a type of accepted delusion to contain sensations of
depression (Kidner, 2007).
Divided We Fall
Climate change envelops everyone and it necessitates a strong combined
counter from the whole earth. However, if it’s allowed to continue on its current path,
tensions will build and undermine unity. The logical outcome of overconsumption is an
eventual competition for limited resources where people and nations find more value in
conflict than cooperation (Reveny, 2008). The IPCC indicated that climate change
affects conflicts and national insecurities. Issues like poverty and economic problems
that are connected with higher risks of violence are especially sensitive to climate
change (IPCC, 2014). There’s also some signs that correlate rises in temperature with
aggressive behavior. An extensive study conducted by Anderson found a causal
24
relationship between heat and violence suggesting that with every 2 degree Fahrenheit
rise in temperature, there will be a surge of 24,000 U.S. assaults and murders (2001).
Another cause for concern is the risk of swelling social disparities. The early
threats of global warming can be weathered by those with sufficient resources but the
needy will experience the greatest penalties. Climate change uncovers the growing
disparities between the “haves” and “have nots” (Bullad & Johnson, 2000). Hurricane
Katrina was a stark example of how an environmental disaster exposed and intensified
the underlying issues that already existed in the community (Swim et al., 2011).
However, In the midst of all these risk factors for violence, leaders are emerging.
They want to fight climate change, but without adequate support, they’re prone to
burnout and fatigue. Aside from the physical and emotional components of
overextending oneself, environmental organizers acknowledge a near toxic culture that
occurs between environmental activists (Beauchamp, 2002). Beauchamp interviewed
several environmental activists and reported that many feel that they put up with
“exploitation for the greater good” (2002, p. 49). Some described the experience using
battle imagery with inflated expectations of themselves to pick themselves up and
handle responsibilities (Beauchamp, 2002). For change to happen, the efforts of the few
have to be joined together. Passive observation has to become active participation
because caring for the earth is not just a job for the few, it’s the responsibility for all
people on the planet.
A growing global population is consuming more of a fixed amount of resources,
and unless behaviors change, the resources will be exhausted. Garret Hardin (1968)
25
presents this situation in the “Tragedy of the Commons”. The commons represent
natural resources like soil, water, air, and forests meant to be enjoyed by everyone.
However, if everyone only pursues their own interests, the common resources will be
quickly drained. He argues that the desire for individual gain outweighs the greater
good as “Ruin is the destination toward which all men rush” (Hardin, 1968, p. 1244).
One of the most dangerous results of pillaging the commons will become apparent in
the form of food.
The Problem on the Plate
“How we eat determines, to a considerable extent, how the world is used.”
Wendell Barry
Food and water are basic resources for survival but climate change puts them
both at risk. Global food security can be measured by excess grain and the number of
days it will last. It went from 107 days of reserves in 2001 down to 74 days in 2011
(Brown, 2014). A long term study on U.S. yields of corn and soybeans found that a 1degree Celsius rise in temperature cut corn harvests by 17 percent (Tannura, Irwin &
Good, 2008). Global warming also puts food safety at risk as bacteria growth rates
almost double with every 10 degree Celsius increase in temperature (Ccafs.cgiar.org.
2010).
Unsustainable practices like over-plowing and overgrazing are increasing the
incidents of erosion as vegetation is being eaten away. Research suggests that almost
one-third of global farmland is being robbed of its nutrient-rich topsoil by this event
(Kendall & Pimentel, 1994). Even with advances in technology, food production is
26
hitting a plateau in several countries. Places like Japan and South Korea are hitting a
wall with rice because of some geographically static variables such as the length of the
day and the intensity of the sun in the region (Grassini, et al., 2013). Severe weather
events and increased temperatures disrupt key processes including pollination and
photosynthesis adding more pressure on these systems (Brown, 2014).
The soil sustains life on earth, and humans get 99.7% of their food from this
fertile land (Pimentel, 2006). Unchecked practices favoring short term gains in food
production wring the land of virgin soil that contains vitamins and minerals needed for
healthy plant growth (Allen, 2012). Soil scientists indicate that it can take 3,000 years
for the earth to naturally grow the 150 mm of topsoil needed for adequate crop
production (Pimentel et al., 1999). Chemical fertilizers were developed to restore the
lost nutrients in plants but their high concentration of nitrates cause unwanted
problems. Often what happens is that plants are unable to use all of the fertilizer and
during rainstorms, it will seep into reserves of drinking water and over one-fourth of
wells in the US have too many nitrates in it (Allen, 2012). It turns out that “when we
harm the soil, the soil finds ways to harm us.” (Allen, 2012, p. 188).
Food production requires enormous amounts of water and many countries rely
on pumping water from underground aquifers to irrigate the land. As the population
grows, more stress is being put on these aquifers and today 70% of all freshwater is
used for irrigation (UN-Water 2015). Saudi Arabia in particular will deplete its water
resources by 2016, making it wholly dependent on grain imports (Mousa, 2011).
Meanwhile melting glaciers indirectly influence the situation by draining the water used
27
for irrigation and in a 2007 study by Lonnie Thompson, he observed that the Quelccaya
Glacier in Peru was receding by about 18 inches a day (Thompson, 2007). These signs
not only reaffirm climate change, but also expose the vulnerabilities of the global food
supply. The spikes in population will compel the world to expand existing cropland but
at a certain point, there will be no more room. Lester Brown hypothesizes that
decreased food production will result in hunger, possible conflicts over food and land,
and ultimately contribute to failing states (Brown, 2014). It is a crucial issue and
according to Brown,
"Food is the weak link in our modern civilization - just as it was for the
Sumerians, Mayans, and many other civilizations that have come and gone. They
could not separate their fate from that of their food supply. Nor can we."
(2014, p. 122)
The long term costs from malnutrition is especially serious for children. It’s
widely known that certain nutrients are required for healthy brain development and
things like an iron-deficiency for a youth seem to have irreversible effects on cognition
(Scrimshaw, 1998). Other studies link childhood malnutrition to aggressive behavior
correlating with antisocial traits along with lower IQ levels (Liu, Mednick, Raine, &
Venables, 2007). It’s not difficult to see how these conditions will influence the poor
first. They do not have the safeguards and cushions to weather the storms of food
scarcity (Boorse, 2011). The problem is that “poverty is both a cause and a consequence
of environmental degradation” as it drives impoverished people to abuse nature for
their own survival (Creationcare.org, 2011). The IPCC agrees that the risks of climate
28
change will disproportionately affect underprivileged people (IPCC, 2014). Without
proper mitigation strategies, the chances for sudden or permanent damage will increase
as warming gets worse (IPCC, 2014).
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CHAPTER FOUR: The Solution
The “Food Fight” and the Power of Games
The following section will first present a proposed gamified design to encourage
composting on the campus of Philadelphia University. Through the discussion, the role
of games will be studied as they relate to the problems that were posed earlier. The
premier problem that is presented is the need for greater action on climate change
issues. A new approach is required to reach the portions of the public that remain
unaffected. Therefore, gamification is being studied to encourage sustainable activities.
Figure 4.1 presents the front page of a preliminary website design for a game aimed at
mobilizing students and faculty to take part in recycling food waste.
Figure 4.1 "Food Fight" Front Page
Source: Webpage created by James Chun. Accessible here:
http://jchun01.wix.com/gamifiedcompost
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In response to the problems of inactivity on sustainability issues, a project plan for a
game aimed at increasing food waste collections was developed for use at Philadelphia
University. The game entitled “The Food Fight” incorporates game elements intended
to inspire greater levels of engagement. The main idea is to create a competition to
collect food waste among three dorm halls known as “Independence Plaza” lasting 3
weeks during the spring semester. The plan is to partner with a local farm that has the
capacity to compost the food waste that’s collected.
Resident Assistants will be recruited to be points of contact for each dorm and
they will be in charge of keeping track of the food waste that students bring. Electronic
scales will be used to weigh the amount of food waste that is brought and it will be
converted into points online. Resident assistants will input the weights manually using a
specialized “Google form” to record the data. The data is linked to a “Google sheet”
that includes formulas to rank players based on points and also translates the pounds of
food waste collected into pounds of CO2 diverted from the landfill. Campus specific
prizes are awarded at the end but the majority of the design focused on the game
mechanics.
The first phase of the design required research and a survey to gauge public
opinions. A “charrette”-informed workshop was also employed to quickly generate
design ideas for the project. The initial survey was created using the service
“SurveyMonkey” and included seven questions that were developed with the help of
Professor Jason Crook of Philadelphia University. The survey was reviewed by
Philadelphia University’s institutional review board to assure that the questions were
31
appropriate for the project. The top section of the survey included a short description
of sustainability, composting, and gamification so that everyone participating had the
same understanding of the concepts.
The survey was distributed to individuals through the social networking site
“Facebook” and through email. It was also spread through an organization called “The
Compost Coop” in Philadelphia through their email newsletter. There was a total of 77
respondents that was comprised mostly of millennials and young adults. The complete
survey and results can be viewed in the appendix. The results indicated that people
were interested in the notion of gamification. Most people are familiar with games but
it was important to recognize not everyone is. Part of the reason might be because the
participants were mostly working professionals and graduate students who had limited
amounts of time and the question did not assess their desire to play games. The results
showed that 76.62% played games at some level and out of this number 20.78% played
four hours or more weekly.
The survey asked people about their thoughts on friendly competition, and only
2.6% were adamantly against the idea, while 44.16% would be willing to try it. The
majority of people answered that they would be indifferent, likely withholding judgment
until they were presented with a physical design. These results suggested that a game
design should allow for other dynamics aside from competition such as cooperative
gameplay. There were also questions gauging people’s interest in various aspects of
games. It seemed that most people favored the idea of points, leveling up,
leaderboards, and competition. There were mixed thoughts on the use of badges and
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many were unfamiliar with skill trees which may be more appropriate for immersive
role-playing games. The use of quests or missions raised interest. These features, along
with a compelling narrative, may be developed in future iterations. In terms of reward
systems, people were asked to rank their preferences in relation to a game design.
There was an overwhelmingly positive response toward discounts on goods or services.
Leaderboards and unlockable in-game content were also well received. A small minority
stated they did not like any rewards at all.
The survey asked people about their thoughts on making composting feel like a
game. Figure 4.2 shows some compelling data with only 1 person “very against” the
Figure 4.2 Interest Levels for a Composting Game
Source: SurveyMonkey
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idea and 76.62% who find it at least interesting. The survey gauged people’s current
composting behaviors. Out of 76 respondents, 31.58% said they would compost which
was surprisingly high. These numbers may be skewed since a significant number of
participants were members of a community composting initiative called the “Compost
Coop” where everyone is committed to composting already. In addition, several people
are graduate students in Sustainable Design suggesting at least a desire to compost.
Additional surveys will need to target a larger number of undergraduate college
students. Several users also provided some open-ended comments. They made
suggestions on involving the dynamic of cooperation, a focus on gameplay, not just
external rewards, as a way to reach wider audiences and the possible creation of a
mobile app.
After the survey results were collected, the next phase of research included the
development of a “charrette”-informed design workshop to gather ideas for what a
game on composting would look like. A “charrette” is a collaborative planning exercise
that engages relevant stakeholders to develop design solutions. The workshop was held
on the campus of Philadelphia University and involved about 20 people mostly
undergraduate students with some graduate students mixed in. A quick review of the
ground rules and structure of the workshop was explained as well as a description of the
intended goals to make campus composting more engaging. Four teams were created
and asked to come up with as many design ideas as possible. The workshop involved
two separate times two breakout sessions with a time to vet ideas after each session.
34
Figure 4.3 Breakout session
Source: Picture taken by James Chun during a workshop on January 30, 2015.
During the vetting times, everyone was given three sticker dots and asked to put them
on the ideas they liked the best. They were only allowed to put one dot on their own
team’s idea. Figure 4.3 shows one of the groups brainstorming ideas.
Out of the workshop, there were some clear themes that emerged. There was a
general agreement that clear feedback and education around well labelled bins would
be useful. There was also a desire to have some type of contest around composting
activities. The implementation of an on-campus community garden using the compost
created from the school’s food scraps was a popular idea. One group developed an idea
for a “jackpot compost bin”. It would be a bin equipped with a sensor, and when an
35
Figure 4.4 Popular Designs
Source: Pictures taken by James Chun during a workshop on January 30, 2015.
ambitious target weight of food waste was collected, it would activate a series of lights
and noises similar to a casino style machine. Figure 4.4 displays the results of this
design. The main concept here seemed to be focused on having players work together
toward hitting a larger goal. The most favored idea after the group vetting sessions was
a synthesis of each team’s designs. It involved a competition of some sort where food
waste would be used for a community garden to grow food. It mentioned the use of an
entertaining aesthetic with lights and sound as well as clearly labelled bins to help
educate the student body. These ideas were considered in the creation of a preliminary
game design and some of them are suggested for future iterations once the main
dynamics are tested. The game will be described more thoroughly in subsequent
sections, but before going any further, it’s important to discuss what “gamification” is
and why it’s being employed.
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Gamification is a relatively new concept and it’s described as, "The use of game
elements and game-design techniques in non-game contexts" (Werbach, 2012 p. 26). In
the past, gamers comprised a minor segment of the population, but they’ve been
growing at a remarkable pace and it’s worth looking at who is playing. A study from Spil
Games found that there are 1.2 billion people playing computer and video games
worldwide as of 2013 (Soper, 2013). Women are also getting more involved in gaming
Figure 4.5 Gender breakdown of gamers
Source: The original source of the image is from the 2013 State of Online Gaming Report
by Spil Games
and Figure 4.5 shows that they comprise 46% of all gamers. The average age of a gamer
is 31 and 59% of people in the U.S. play video games (ESA, 2014). This data suggests
that Millennials represent a significant portion of the gamer demographic. People are
growing up with technology at a younger age. The Pew Internet and American Life
Project (2008) found that almost all teens play games of some sort. More specifically,
they found that 99% of boys and 94% of girls play video games (Lenhart et al., 2008).
These teens will add to the already large numbers of gamers around the globe. The
trend is catching attention and businesses are starting to see the potential gamification
has on driving user engagement. A study done by the Gartner Group projected that
37
almost 70% of the biggest companies in the world will be using gamification and will be
gamifying 50% of all innovations (Gartner Group, 2011). The games industry generated
over $21 billion in 2013 and is only showing signs of increasing (ESA, 2014).
The gaming community captures a large portion of the world and they do an
excellent job at sustaining a user’s engagement. People are investing immense amounts
of time in games. Players of the popular massively multiplayer role playing game
“World of Warcraft” have spent an estimated 50 billion combined hours or the
equivalent of 5.93 million years tackling virtual problems (McGonigal, 2011). More than
10,000 hours are spent playing games by the time the average American reaches the
age of 21 (Richards, 2003). This is about the same number of hours a child is in school
from fifth grade to time they finish high school (McGonigal, 2011). This is a staggering
statistic and it can cause some concern but it’s undeniable that there is a reason why so
many are choosing to enter these virtual worlds. In her book “Reality is Broken”, Jane
McGonigal says “we are creating a massive virtual silo of cognitive effort, emotional
energy, and collective attention lavished on game worlds instead of on the real world."
(p. 4) and argues that games are fulfilling genuine human needs better than the real
world. She says in order to reverse the mass exodus of people entering virtual worlds,
the benefits of games have to be acknowledged and used to develop more immersive
realities (McGonigal, 2011). There has been a growing interest in the prospect of using
games for change particularly because of the ability of games to motivate action.
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Energizing Efforts
Games are powerful motivators and can harness an impressive amount of
cognitive effort. All games involve players that voluntarily overcome needless obstacles
and designing these challenges is part of good design (Zichermann, 2013). One reason
why games are inspiring can be explained by what the positive psychologist Mihaly
Csikszentmihalyi calls “flow” (1975). He writes that it happens when one is so absorbed
and challenged by something that time seems to “fly by” (Csikszentmihalyi, 1975).
Professor Kevin Werbach says that flow is the ultimate intrinsic motivation, meaning
that the motivation is internal rather than external. The experience pushes a player to
the threshold of what they are able to accomplish, which can be invigorating. This is
what some people refer to when they say they’re “in the zone”, because it’s a state of
mind that feels satisfying and a lot of times people want to stay there (Zichermann &
Cunningham, 2011).
Yet, Gabe Zichermann (2011) points out that if something is too hard, people
shut down, and if it’s too easy they lose interest. Figure 4.6 shows this delicate inFigure 4.6 The Flow Zone is found between boredom and anxiety
Source: This image is from Gabe Zichermann and Christopher Cunningham’s
“Gamification By Design” (2011).
39
between zone where flow exists and it’s something that some of the best games
demonstrate (Zichermann & Cunningham, 2011). Part of the reason why games are
effective at getting people to put in good hard work is because it’s an activity that
people choose to do freely (McGonigal, 2011). Gamers are actually opting to take part
in hard work that’s meaningful to them and it can be argued that "The opposite of play
isn't work. It's depression" (Sutton-Smith, 2001 p. 198). Depression is characterized by
feelings of inability and the absence of any activity. Games, on the other hand, grip the
emotions and drive continued engagement (McGonigal, 2011).
Those critical of games claim that games are distractions where people turn their
brains off. However, studies have shown that this is actually far from the truth. It turns
out that the mind is being stimulated in multiple areas while playing games and never
really turns off. In fact there are several studies that show how games can produce
chemicals like dopamine, norepinephrine, adrenaline, and oxytocin (McGonigal, 2011).
Researchers suggest that playing video games can actually be used for training to
stimulate structural brain plasticity which is related to learning and cognitive flexibility
(Kühn, Gleich, Lorenz, Lindenberger & Gallinat, 2013). The study compared the
cognitive differences from a control group and a group that used video games to train.
For two months, they were asked to play the popular game “Super Mario 64” as
training. Players are tasked with collecting in-game items while navigating in the 3D
environment.
The results showed significant increases in gray matter for the video gaming
group and Figure 4.7 on the following page shows the sections of the brain that were
40
Figure 4.7 Increased Gray Matter from Video Game Training
Source: Brain scans retrieved from Kühn, Gleich, Lorenz, Lindenberger & Gallinat, 2013.
activated in the right hippocampus, right dorsolateral prefrontal cortex, and the bilateral
cerebellum (Kühn, Gleich, Lorenz, Lindenberger & Gallinat, 2013). Several other studies
attribute positive benefits to the use of games. Green & Bavelier (2003) observed that
10-20 hours of exposure to video games enhances an individual’s abilities for
demanding tasks involving attention and perception. Even action video games can be
used to promote cognitive developments, and one study reviewed the available
literature on these benefits (Bisoglio, Michaels, Mervis & Asinoff, 2014). They talk about
a research experiment done by Basak et al. (2011) that showed that adults who played
over 20 hours of action video games for cognitive training were correlated with greater
impacts in the dorsolateral prefrontal cortex area which is connected with working
memory and executive functions. They also discussed studies that provide evidence
linking video game training with attention, cognitive control and flexibility, visuospatial
processing, and neuroplasticity (Bisoglio, Michaels, Mervis & Asinoff, 2014). The
41
research shows that gaming triggers cognitive activity and can cultivate a context for
rich learning.
The role of games is being expanded and they’re gaining ground in the classroom
because of the potential for games to inspire learning. Some schools are shifting their
educational policies from standardized tests to learning with games that demand active
participation. For instance, a 9th grade teacher in New York made a model of a cell in
the game “Minecraft.” It mimicked the real-life properties of a cell and simulated
interactions with the cell membrane. The students were able to experiment with the
cell digitally before doing it real life in a DNA extraction lab (Edutopia, 2013). Gamebased learning is being researched heavily by the Games and Learning Assessment Lab
or GlassLab which is jointly funded by the Bill & Melinda Gates Foundation and the
MacArthur Foundation. A study done by the Stanford Research Institute (SRI) went
through 77 peer reviewed articles and found that students who had access to games as
part of their learning could perform 12 percent better than if they did not. The study
also noted that the use of simulations could improve student achievements in Science,
Technology, Engineering, and Math or STEM topics by 25 percent (D’Angelo, Rutstein,
Harris, Bernard, Borokhovski & Haertel, 2014). In a study done by the Joan Ganz Cooney
Center, 694 K-8 teachers were surveyed and 65% of them said that a game based
approach increased engagement with their lower performing students and 53% saw a
positive relation to collaborative skills (Shapiro, SalenTekinbas, Schwartz & Darvasi,
2014).
42
Educators are testing different uses for games in the classroom. One game
called “Reach for the Sun” teaches about the plant life cycle and photosynthesis where
the player takes the role of the plant and is tasked with finding out the best way to
Figure 4.8 “Reach for the Sun” Screenshot
Source: http://s4.brainpop.com/games/reachforthesun/screenshot2.png
grow. Figure 4.8 shows how it offers attractive visuals and feedback for players. Other
games that promote critical thinking include the war survival game “This War of Mine”
where players assume the role of civilians in a besieged city instead of a soldier.
Inspired by the Siege of Sarajevo during the Bosnian War, it challenges players to deal
with food scarcity, extreme drops in temperature, lack of medicine, and dangers from
violent scavengers. All of these problems place the player in difficult ethical dilemmas
where they have to decide things like whether to help feed a hungry neighbor at the
43
cost of giving away precious resources needed for the group (11 bit studios, 2014).
Figure 4.9 "This War of Mine" Screenshot
Source: 11 bit studios
Figure 4.9 provides a visual for the game’s grim backdrop. One teacher designed what is
called an “alternate reality game” that is played out in real-world contexts to teach
students about Odysseus, the hero in Homer’s epic, “The Odyssey”. They created an
interactive story starting with a fake web article detailing the theft of some Greek
manuscripts. Students had to solve the crime while learning about history and literature
in the process. Riddles and clues through QR codes, password protected videos, PDF
files, and other web based tools were used to eventually reassemble a lost journal that
furthered the narrative (Shapiro, SalenTekinbas, Schwartz & Darvasi, 2014).
These learning games can encompass an enormous scale. For example, John
Hunter (2011) has received attention for his “World Peace Game”. Hunter created an
interactive political simulation game where students learn first-hand about the
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complexities of global problems from economic, environmental, and social perspectives.
Students take part in teams representing nations on a large plexiglass map and must get
their nation out of difficult situations so they can flourish. They learn about how their
decisions play out in a global landscape and they have to react to unpredictable events
such as war and aggression. It demands intense collaboration and fast paced
communication to achieve the best possible solutions. He found that games were an
effective medium to teach, because it was what his students were already interested in
(Hunter, 2011).
Today, there’s even an entire gamified school in New York City called “Quest to
Learn”. It’s an ambitious project trying to replace the negative stress of performing on
tests to the positive focus on learning. They use secret missions that are hidden in
classrooms, handouts, and books. Students obtain points for finishing missions and they
gain levels to indicate their mastery of different topics. They have a novel concept
where the idea of “leveling up” can work with regular grading systems so if a student
fails a quest, they can just earn extra points to achieve the score they want. The system
rewards their efforts toward learning the material. Larger projects involve the use of
what they call “expertise exchanges” where students create social networking profiles
to share what they’re good at. They link up with other complementary skills to achieve
a task. Guest speakers are brought in to help prepare for bigger tests labeled as “boss
battles”. These are two week units where all of the skills they learned through their
lessons have to be used and they can battle the boss as a team. The material is also
reinforced at home where students are given a program where they have to teach a
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digital character the material until they understand it. It leads to a vicarious pride and
greater knowledge of the subject matter as they convey it themselves (Salen, Torres,
Wolozin, Rufo-Tepper, & Shapiro, 2011).
Alternate reality games (ARG) have been used in other settings as well. For
instance, “Chore Wars” turns daily chores between multiple people into a role playing
game. Players set experience points for specific tasks, unlockable items are set, goals are
made, and players can level up their avatar by finishing these chores. They can then
exchange their experience points for rewards that are user generated. A player might
use their points to have someone else wash the dishes for a week. The game allows for
meaningful choices where tasks can be picked. Obstacles or restrictions can be added
to make the chores challenging like making the bed with only one hand.
Innovative games are being used to promote sustainable behaviors as well. A
virtual pet game from Penn State University named “Energy Chickens” keeps track of a
player’s energy consumption using devices that tracks usage. The individual “energy
chickens” represent a specific appliance and if a lot of energy is used, they’ll appear to
be sick and fail to lay eggs but if less energy is used, they’ll be healthy and produce eggs
giving the player points (Penn State University Studio Lab, 2015). Another example that
will be piloted is called “Hello Compost”. Participants collect their food scraps and bring
them to a drop off location. They’re given credits based on the amount of waste they
give to use on locally grown fruits and vegetables. The food scraps are used as compost
to use in the on-site gardens (HelloCompost.com, 2014).
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The desire to learn is a strong motivator. The evidence has significant
implications for designing a game. If a game is too easy, people will not want to play so
they have to be designed to allow with increasing levels of difficulty so that the learning
becomes meaningful. A key component that games employ is a system of progression
ranging from a novice to a visionary and Zichermann (2011) talks about the need to
design for the novice and consider the “elder”. By providing a framework for
progression in a game design, players are getting feedback letting them know they are
Figure 4.10 Stages of Mastery
Source: Zichermann, G., & Cunningham, C. (2011). Gamification by design (p. 30).
Sebastopol, CA: O'Reilly Media.
moving forward (Zichermann & Cunningham, 2011). Figure 4.10 shows the stages of
mastery using the image of a mountain. Some examples of this include the online
learning tool “Khan Academy” where people can access videos to learn about various
topics. They receive badges and rankings based on the number of videos and
assessments they complete. They also include a virtual pet as an avatar that grows and
evolves as the player learns more on the website.
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Designing the Game: Calculating Mastery
The research shows that games are effective for learning and real world actions.
The proposed game needed several calculations, and advisors were consulted to help.
Luke Keller, the creator of the pilot project that offers food for food waste, went over
some of the dangers of relying solely on collecting food waste, because it may have the
unintended consequence of actually encouraging more food to be wasted. He
suggested offering other avenues to achieve credits like measuring number of visits to
put more value on active participation rather than just waste. Keller said that the most
difficult aspect of the project was balancing the return on investment with the economic
sustainability of the program because they needed to know just how much food should
be given for a specific amount of food waste (Keller, 2014). The conversation reinforced
the need for a focus on intrinsic motivation.
To gain a better understanding of composting, a local group in the Kensington
neighborhood of Philadelphia called “The Compost Coop” was contacted. The director,
Jen Mastalerz, discussed their community’s use of specialized “earthtubs” that were
used to mix and hold food waste as it is converted into compost. She said that it started
as a volunteer organization but found that it was difficult to maintain sustained
engagement. She said they partner with 12 different restaurants that pay them to pick
up food waste. It seems that landfill tipping fees are expensive since it’s paid by the
pound. By sending food waste to a group like “The Compost Coop”, it removes the
heaviest trash from a restaurant’s waste stream (Mastalerz, 2014). The talk with
Mastalerz presented an opportunity to use games to build prolonged engagement.
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Prior to establishing a design, a conversation was conducted with Henry Phan of
the professional gamification company, “Badgeville”. Phan pointed out that a complete
gamification platform can cost upwards of $75,000 and there were no services available
for small scale operations (Phan, 2014). Due to the limited time and budget available
for the project, a low-tech approach was chosen. To build the framework for the
feedback used in the game, Chris Hesselbein’s free customizable templates for a
leaderboard and a calculator for experience points was integrated into the design.
Hesselbein guides users on how to use Google forms and Google sheets as a free way to
keep track of player progress and levels (Hesselbein, 2014).
The first step was to build a Google form with “text” items to input a player’s
experience points. The form can be easily adapted to display avatar names and record
any data needed. For this design, Google forms were created to record the pounds of
food waste that is collected each time a player drops it off. These forms are shown in
Figure 4.11. After the form was created, Hesselbein’s “XP Calculator” Google sheet was
copied and was made to pull the data from the Google form entitled “Food Waste
Figure 4.11 Data Input Using Google Forms
Source: Forms and sample names created by James Chun
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Record” that was just made. The data inputs for each character were summed up and
multiplied by 100 to obtain a round number. The other two Google forms were entitled
“Visit Record” and “Volunteer Record” to allow for other ways to gain points other than
just pounds of food waste. The game award 100 points per pound of food waste
collected, 50 points for each drop-off visit, and 1000 points for every hour spent
volunteering with a local partner farm or on campus. The aim is to enhance the player’s
participation levels and engagement. The data from all three forms were pulled and
aggregated to generate a Figure for a player’s experience points (XP). The following
formula represents the embedded XP calculation,
“=Sum('Food Waste Record'!B:B)*100 + Sum('Visit Record'!B:B)*50 +
Sum('Volunteer Record'!B:B)*1000”
The first set of columns in the “Leaderboard” tab of the Google sheet displays the
player’s name, their total XP, their associated level, their title, and also displays the
amount of CO2 they diverted from the landfill by gathering their food waste. The player
names are pulled from the “Food waste record” inputs using the “TRANSPOSE” function.
Figure 4.12 XP Calculations
Player
Total XP
Level
Title
Lbs. CO2 Saved
Heisenberg (Avatar name)
2859
13
Knight
13.72
Optimus Prime
3468
14
Knight of Devotion
10.90
Shredder
2327
12
Junior Knight
10.14
Yoda
3785
15
Knight of Obedience
14.34
Darth Vader
4289
16
Knight of Justice
18.10
Adapted by James Chun. Original template from Chris Hesselbein
Thirty different personas were created complete with sample data inputs. Figure 4.12
displays what the categories look like in the spreadsheets.
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In order to relate a player’s total XP with corresponding levels and titles, a
separate section was used for identifying XP thresholds for each level. There are a total
of 35 possible levels with titles inspired by medieval rankings and fantasy terms. The
formula “x+(x*0.15)” where x is the previous XP value was used to make it increasingly
difficult to level up. Each level requires 15% more XP points than the last level. To
assign the relevant titles and levels to each player based on their XP points, the
“VLOOKUP” function was used to cross reference the information with the XP
thresholds. Figure 4.13 shows a sample breakdown of the levels
Figure 4.13 XP Thresholds
XP Needed: Level Title:
500
1 Serf
575
2 Peasant
661
3 Yeoman
760
4 Novice
875
5 Apprentice
Source: Created by James Chun using Google Sheets
After the XP, levels and titles were created, and a separate page was used to
translate the amount of food waste diverted from the landfill to pounds of reduced CO2.
These formulas were developed using Figures from the EPA’s Waste Reduction Model
(WARM) on landfilling. The EPA estimates that in a landfill, food waste generates 0.75
MTCO2E/Short Ton. Composting produces negative 0.15 MTCO2E/Short Ton (EPA,
2014). For the purposes of this design the Figures had to be converted into pounds of
CO2 per pound and Figure 4.14 provides a snapshot of the process. It was determined
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Figure 4.14 CO2 Conversion Formulas
Source: Calculations done by James Chun with data from the EPA's WARM Model
that every pound of food waste equated to 0.826725 pounds of CO2 so in the
spreadsheet of players, a column was made to measure how many pounds of CO2 were
saved by the amount of food waste they collected. The following formula shows how
the Figure was created, “=Sum('Food Waste Record'!B:B)*0.826725”.
An additional section was reserved to keep track of how many pounds of food
waste that all of the participants are collecting. The total number of pounds were
converted to pounds of CO2 to provide a Figure for how much is being diverted from the
landfills. A Google chart shown in Figure 4.16 was inserted to graphically represent the
amount of CO2 being diverted in the form of a speedometer. The chart changes
dynamically based on changes made. An upper limit of one ton of CO2 was set as a
hypothetical goal for everyone to aim for. A needle in the chart would give feedback as
to the progress being made toward the ambitious goal. For the development of the
leaderboard, players were ranked and sorted by their total XP levels displaying their
levels and titles. The top ten performers would be displayed on a webpage for students
to see. Figure 4.15 on the next page shows an example of how players would be ranked.
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Figure 4.15 Leaderboard Spreadsheet View
Rank
Player
Total XP Level
Title
1 Buffy
4735
17
Senior Knight
2 Hulk
4618
16
Knight of Justice
3 Samus
4441
16
Knight of Justice
4 Colossus
4296
16
Knight of Justice
5 Darth Vader
4289
16
Knight of Justice
Source: Created by James Chun using Google Sheets
The project plan for the game design involved a preliminary investigation into
the required logistics. Suggested schedules, personnel, scope, implementation plans
and marketing strategies are discussed in detail in the briefing. Some of the most
critical Figures to determine was the anticipated number of players and the required
budget to launch the project. According to the Philadelphia University webpage, the
Independence Plaza dorms hold 72 four person dorms and 33 three person dorms
totaling 387 students. The initial budget accounts for the electronics scales and buckets
needed for the dorm halls as well as marketing and rewards. A total of $500 was
allocated toward a reward for the winning dorm which for the purpose of the prototype
was set to be a pizza part though this can change based on student input. A large
portion of the budget was designated for marketing because it will be a key factor to
raising awareness about the project to the students.
The anticipated expenses came to be $779 and a suggestion is made to utilize a
small portion of the student activity fee that is paid every year. According to the tuition
breakdown on the university website, every student pays $400 for a student activity fee
and it was projected that even if only .005% of this was used from all the participating
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players, it would provide $774. In addition, since the goal is to send food waste to the
W.B. Saul High School, it is possible that the university may be able to purchase compost
at reduced rates from them. The use of a low-tech option for the design helps to keep
the expenses reasonable. If the project is a success, the budget may eventually grow to
include a dedicated website with dynamic updates rather than having to enter data
manually.
An Economy of Emotions
Changing behaviors is difficult and some try to use the fear of punishment to
motivate others but Gabe Zichermann (2011) describes this as a “force fallacy” that’s
deeply flawed. For example, he brings up a study done by the National Motorists
Association where they found no real effect for speed limits and fines in 227 locations
around the U.S. Alternatively, a strategy known as the “Speed Camera Lottery” was
used in Stockholm. In this system, license plates and speeds were recorded on a road.
Those that were driving over the speed limit were fined and the money was placed in a
pool while those that drove at or below the limit were entered in a lottery to win the
money generated from the fines. They noticed a 22% decrease in driving speeds so by
centering on fun, they were able to bring about a change in behavior (Volkswagen,
2010).
Well-designed games inspire positive emotions which can be used to bring about
surprising changes. Volkswagen’s initiative called “The Fun Theory” explored several
other applications of fun to motivate specific actions like getting people to slow down
by entering them into a lottery to win money if they do. Figure 4.16 presents four
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projects that were part of The FunTheory. In one instance, a gamified trash can called
“The World’s Deepest Trash Bin” used speakers and a motion detector to make it sound
like things are falling very far with a bong sound when it hits the bottom. By making it
fun to throw away trash, it accumulated 158 pounds of trash which is 90 pounds more
than the regular trash bin nearby (Volkswagen, 2009). Another design called the “piano
staircase” attempted to make it more fun to use the stairs than the escalator next to it.
They made the stairs look like piano keys and installed sensors that made each step
sound like a musical note. This strategy saw a 66% increase in the number of people
using the stairs (Volkwagen, 2009). One more notable project from the initiative was
Figure 4.16 The Fun Theory
Upper left: Speed Camera Lottery, Upper right: World’s Deepest Trash Bin, Lower left:
Piano Staircase, Lower right: Bottle Bank Arcade.
Source: http://www.thefuntheory.com/
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called the “Bottle Bank Arcade”. It took a recycling bin for bottles and attached a
scoreboard and lights above six different slots. When a light turns on above one of the
slots, it signals the player to throw in a bottle which generates points and emits an
arcade-like noise. It keeps track of the highest scores and in the course of one night,
almost 100 people used it compared to the two people that used the regular bottle
bank.
Fun is a universal concept and other experiments similar to the fun theory have
sprouted up in recent years. The UK company Smart transforms the stationary stick
Figure in a crosswalk light into a dynamic dancing character to make it fun to wait at the
crosswalk. They achieve this by attaching the light to a nearby booth with motion
capture cameras so as people dance inside the booth, their movements are transmitted
to the light. The result was an 81% reduction in jaywalking (Smart, 2014). Fun can come
in many forms and one project from Macro-sea called “Glassphemy” seen in Figure 4.17
Figure 4.17 Glassphemy
Source: http://macro-sea.com/projects/glassphemy/
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proves that it can be as simple as breaking bottles. They created a rectangular box out
of steel and bulletproof glass. Users walk on top of a high platform and throw their
bottles into the box which activates lights sensitive to vibrations. The glass is later taken
to be recycled and makes for an entertaining experience. These examples inform an
understanding of motivation that must be examined.
Motivation is complex and many things may be influencing one’s decisions but
games seem to be adept at drawing a willing audience. They emphasize the emotional
experience of fun to drive engagement and “"If fun matters, it's because people matter.
People matter as autonomous agents striving for fulfillment…” (Werbach, 2012 p. 11).
Motivation can be understood either as intrinsic or extrinsic. Intrinsic motivation is
when a person wants to do something and it originates inside themselves. Extrinsic
motivation is when a person feels like they need to do something and often relies on
external rewards (Zichermann, 2013). Kevin Werbach (2012) explains that “People are
like objects: they have a certain inertia that needs to be overcome for them to move”
(p. 53). The primary objective of successful designs is to maximize intrinsic motivation.
Common examples of extrinsic motivation includes compensation or some
tangible reward system. These are not necessarily bad but a simplistic focus on external
incentives may have undesired consequences. It seems that in some cases offering
extrinsic payments can crowd out intrinsic motivation and detract from intrinsic
motivation (Deci, Koestner, and Ryan 1999). In his TED talk Dan Pink (2009) explains
that there is often a mismatch between “what science knows and what business does”
when people assume better prizes mean better performance. He talks about how
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extrinsic rewards work well for predictable, mechanical tasks but when the task
required even a small amount of cognitive effort, bigger rewards led to worse
outcomes. He suggests a new approach based on autonomy, mastery, and purpose to
excite creativity and gives the example of Google where employees can spend 20% of
their time doing anything that they want to spark creativity (Pink, 2009). Kevin Werbach
(2012) proposes using a similar approach using self-determination theory for
gamification. It focuses on competence allowing one to get better at things, relatedness
in terms of social interaction, and autonomy where people feel like they’re in control
doing what they feel is meaningful. Werbach is aware that gamification is not simply
designing for rewards and he advises to "Always focus on building authentic
engagement; there are no shortcuts” (Werbach, 2012 p. 60). All this to say that a
reward system can be used but it must not be at the center of the design.
Games offer real emotional benefits and design for the experience of fun hitting
on intrinsic motivations. One of the most immediate emotions that games can produce
is defined by the Italian term fiero which relates to the feeling of triumph over some sort
of challenge (McGonigal, 2011). Jane McGonigal (2011) references a study done by
Hoeft et al. (2008) that identifies fiero as an intense neurochemical experience that hits
on the mesocorticolimbic center linked to addiction and reward. This research shows
that people like challenges and the thrill of overcoming them. Fun also deserves a
nuanced explanation because there are several different types of fun that can be
experienced. Nicole Lazzarro (2004) studied the topic in-depth and concluded that
there are four main categories which she calls “hard fun” with things like challenges,
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“easy fun” where people just enjoy the experience, “altered states fun” that allow
chances to take on different personas, and “social fun” that gives players a way to
connect. A good game will design for more than one of these categories.
Designing the Game: Engineering the Experience
The prototype for the game on composting offered here focuses on creating a
game-like experience for users. The objectives of the game prototype was to maximize
the amount of food waste collected, educate the students about sustainability, and
create activity loops revolving around the experience of fun using Nicole Lazzaro’s four
descriptive categories. The game implements the notion of “hard fun” by setting a large
scale goal for all of the students to reach and in this case it is to collect one ton of food
waste in the allotted time. The system also challenges players to reach higher levels
based on the amount of points they accumulate. The levels become increasingly harder
to obtain. The game offers “easy fun” through the aesthetic design and music of the
accessible web platform created using “WiX” as well as interspersed events through the
competition. There is an opportunity for “altered states” fun by encouraging players to
make up names for their online avatar. They can also choose to create uniforms and
other items to distinguish themselves as an individual player or as a dorm team.
Additionally, the game stresses “social fun” through the use of competition
between the dorms but also the ability to cooperate within each dorm. There is also an
overarching goal to cooperate so that everyone can achieve the ambitious goal of
collecting one ton of food waste. Social networks will be utilized in the form of
Facebook and a public page for the competition will be created. The resident assistants
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for each dorm will also create private Facebook pages for their own dorm teams.
Players will be able to strategize and coordinate joint efforts such as group meals so that
they can pull together everyone’s food waste at one time. The main competition page
also allows for some light-hearted boasting between teams but each resident assistant
will be a moderator to filter offensive content.
In an effort to concentrate on intrinsic motivation, the game was designed with
the concepts of autonomy, competence, and relatedness from self-determination
theory. The game promotes autonomy because it is a voluntary activity that students
can participate in. Players can collect food waste however they would like and can
develop their own team strategies. They might organize team dinners or coordinate a
group volunteering effort. In terms of competence, players are slowly educated about
composting through various learning materials. They can start to develop a habit of
keeping track of their food waste. They are able to see their progress in terms of their
experience points and levels. They can slowly gain a sense of mastery and empower
players to demystify sustainable practices like composting.
Future iterations can build on a player’s knowledge and include unlockable
missions requiring the use of some hands-on composting activities. The proposed
project also relies heavily on the concept of relatedness and social connection. The
primary dynamics involve competition between dorms, cooperation within dorms, and a
joint effort to tackle a large goal. Social networking will be leveraged to allow for
communication and players are encouraged to complete tasks together. These
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preliminary concepts provide a scaffolding for the elusive concept of “fun” and can be
improved as the game progresses.
Engaging in Hope
Fear and pessimism often dissuade people from action. It might be a fear of
failure or perhaps the overwhelming nature of a problem that feeds into a defeatist
attitude. Climate change can feel like an immense burden that paralyzes people, but
the peculiar thing about games is that they tend to energize people with optimism. The
tasks set before gamers can be deeply complex but players willingly engage. A lot of
times, stress from a fear of failure or external pressures that are out of one’s control can
lead to deep unhappiness and unhelpful habits in order to cope (Kash et al., 2008).
Contrary to stress, the positive stress known as “eustress” occurs when a player
experiences “hard fun”. It doesn’t produce a sense of negativity since it’s self-driven
and it actually makes people more confident about toward the task.
Gamers know that whatever the challenge is, the game is designed so that there
is a solution and it’s tailored to their abilities. There’s a well-defined goal and tangible
steps to take to accomplish tasks which is appealing to players (McGonigal, 2011). Most
games today involve abundant feedback and presents players with clear results from
the actions they take. It creates a sense of progression and seeing their efforts tied in
can keep players encouraged (Zichermann, 2013). Initiatives like Recyclebank make
recycling personal and gives instant feedback keeping people optimistic about what they
can accomplish. Recyclebank uses a system that rewards people with discounts on
goods based on how much they recycle in specially market bins which are weighed. The
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strategy has proven to be effective and in Hollywood, Florida, almost two-thirds of the
residents participated (NRDC, 2011). Users were not confused on what to do and the
manageable steps seem to have been helpful.
Many modern day games include very detailed heads up displays showing
constant feedback in a variety of ways like points, experience, or some other
visualization of their efforts. It can be hard to connect actions to a purpose if there’s a
lack of visible results and some argue that the reason why manual labor is sometimes
preferred over office work is because one can directly actively see the usefulness of
their work (Crawford, 2009).
There are plenty of things in life that are uncontrollable, and this lack of control
can make people feel hopeless. Games establish attainable goals for people to achieve
and helps empower people with a sense of agency that can keep them striving
(McGonigal, 2011). In a transcript from Janet Swim (2014), she says “hope is basically
transforming fear into a positive experience.” These observations suggest that
equipping people with agency can prevent people from giving up.
Often, it’s not even about achieving the goal that makes people excited but
rather the real hope they feel along the journey (McGonigal 2011). Failure is no longer
devastating but in some instances can become entertaining. In one study by the
M.I.N.D. Lab, a psychophysiology research, they used biometrics to measure the
emotional responses of people playing the game Super Monkey Ball 2. It’s a type of
bowling game where the balls have a monkey inside. The researchers noticed that even
when players failed to knock down any pins, there were still positive emotions displayed
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(Ravaja, Saari, Laarni, Kallinen, & Salminen, 2005). Players witnessed an animation
where their “monkey ball” flew out into space which was a lighthearted display of
humor. McGonigal (2011) points out that players had an active sense of agency stating
that "The more we fail, the more eager we are to do better” (p. 66). Positive Psychology
suggests that acquiring the ability to stay optimistic even through failure is an important
aspect of resilience that helps the mind to think better (Seligman, 1998).
Resilience is what helps people bounce back from hardships and research
suggests that some of these skills can be taught (Seligman, 2011). Studies are now
exploring the occurrence of post-traumatic growth where individuals are better off than
before their trauma. Certain factors commonly associated with post-traumatic growth
include one’s perception of the severity of their situation (Devine, Reed-Knight, Loiselle,
Fenton & Blount, 2010). This suggests that the development of emotional resilience and
optimism can lead people to possibly get stronger from trauma. It can cultivate new
perspectives on life, newfound empathy, deeper social connections, and renewed
purpose. Games afford people opportunities to build up their resilience and there have
been some promising results with games and health.
Some of the most convincing research on the value of games has been with
cancer patients. HopeLab, a research and development organization created a game
called “ReMission” designed in 2006 for children and young adults battling cancer. It’s a
third-person shooter game where the player control RoxxI, a nanobot with the mission
of attacking cancer cells. The levels in the game teach patients about how different
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treatments work which translate into weapons to use against cancer. The game was
well received and had some encouraging scientific research (HopeLab, 2015).
A study done by Cole, Yoo & Knuston (2012) tested the effects of Re-Mission
with 375 patients. They used functional magnetic resonance imaging (fMRI) scans and
showed brain changes for 57 of the players that were more dedicated to their
treatments that included chemotherapy and antibiotics. They hypothesized that active
participation in the game was critical to lighting up the patient’s reward center in the
caudate and thalamus. It also activated the hippocampus which is tied to learning and
long-term memory. Remarkably, the brain’s reward center did not light up when the
player won or when their shots connected with the cancer cells. Instead, they were
triggered when the player made the firing action and right before they knew what was
going to happen. They concluded that the hope came when they took action (Cole, Yoo
& Knuston, 2012). The game seen in Figure 4.18 has led to higher levels of
Figure 4.18 Re-Mission
Source: Cole, Yoo & Knuston, 2012
64
chemotherapy in patient’s bloodstream and increased the speed at which they obtained
knowledge about cancer (Kato, Bradlyn, & Pollock, 2008). Cancer can make someone
feel powerless but the game gave patients a sense of control and determination to
battle their disease. They found happiness in the simple hope that they gained from
taking action. The game did so well that a sequel was made expanding on the gameplay
dynamics.
Another revolutionary game is being used to treat victims with severe burns.
“Snow World” is a virtual reality (VR) simulation that places the player in a first-person
view that fires snowballs at snowmen in a dynamic environment. It’s been shown to
reduce a patient’s pain during their wound cleanings and evidence says that it worked
better than morphine in some cases (Hoffman & Patterson, 2003). Soldiers found the
game especially helpful in reducing pain. Figure 4.19 shows brains scans of people that
Figure 4.19 "Snow World" fMRI scans
Source: Image used with permission from Hunter Hoffman
played “Snow World” and those that didn’t during their treatment. Pain receptors were
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much more active shown in yellow in those that did not play the game compared to the
ones that did.
One creative game that’s actually played out in everyday life is called
“SuperBetter”. The idea came from the game designer Jane McGonigal during her
recovery from a traumatic concussion. She talks about the injury in a TED talk saying it
left her with feelings of despair and suicidal thoughts but there came a point where she
said “I’m either going to kill myself or I’m going to turn this into a game” (McGonigal,
2012). The game is specially designed to empower people facing their own trauma with
tangible hope. It involves people creating their own secret identity and enlisting the
help of allies which are people that can help them to achieve their personal goals.
Players determine what their goal is and they identify “bad guys” which were setbacks
Figure 4.20 How to Play SuperBetter
Source: https://www.superbetter.com/img/art/how-it-works.jpg
from their goal. “Power-ups” are things that can be used to give players a boost of
energy or emotional strength (SuperBetter, 2015). Figure 4.20 summarizes how
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“SuperBetter” works. The game lets players customize the game to achieve their own
real enriching life goals and has users wrestling with issues like depression or life
threatening illnesses.
Games can promote a strong sense of optimism and a part of that comes from
greater social connectivity. There’s an increasing number of games with social aspects
woven in them. For instance games like “Rockband”, a music simulation game strongly
encourage people to play with friends as they perform on specialized controllers in the
shape of instruments. There’s even evidence a cooperative game like “Rock Band” can
reduce stress and lead to more empathy among strangers. Playing the game together
for just 15 minutes provided enough of a shared experience to make people friendlier
toward one another (Martin et al., 2015). Mobile games like “Word with Friends” have
given rise to “asynchronous” gameplay meaning that players do not need to be online at
the same time to play. The small chat boxes in these games let players catch up with
each other and gives them the ability to maintain active relationships around the
common ground of the game (McGonigal, 2011). Popular games played on mobile
devices like “Farmville” involve building a civilization that offers players the ability to
help each other through gifting or helping to speed up their building times (Zynga,
2015). It shows that players want to help their friends and that actually enhances their
experience.
Well-designed games elicit pro-social emotions which are positively directed at
other people. Embarrassment is one of the emotions that come from gentle teasing or
“trash talk” which can come from games. A research experiment by Feinberg, Willer &
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Keltner (2012) actually indicates that embarrassment is correlated with pro-social
behaviors. They conducted five different experiments defining embarrassment with
gestures like smirking or head movements down and sideways. They differentiated it
from shame where someone may look straight down or cover their entire face. One of
the activities was an economic game asking participants to allocate raffle tickets to
another person. The data suggests that people who with greater levels of
embarrassment presented more pro-social tendencies like increased generosity through
the economic game. They were also perceived to be more trusting (Feinberg, Willer &
Keltner, 2012). In a game, embarrassing others with lighthearted “trash talk” can
promote a sense of camaraderie. By letting someone tease them, it says that they trust
them enough to be in a vulnerable state of embarrassment knowing they are not going
to be hurtful (McGonigal, 2011). Simulated dancing games like “Dance Central” for the
XBOX Connect that records a person’s dance moves infer a certain level of trust
between players (Clemens, 2010).
There are also moments where a player can feel pride from teaching others how
to overcome challenges in a game. A pro-social emotion called naches is felt when
someone that a player mentors succeeds in the game. It’s a joy in their victories and a
commitment to their growth leading to an outward focus (Lazzaro, 2004). Another prosocial benefit of games comes from the concept of “ambient sociability” where people
can share a space together allowing for opportunities to interact with each other. The
Danish architect Jan Gehl (2011) looks at this concept in the design of public spaces
where “One is not necessarily with a specific person, but one is, nevertheless, with
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others” (p.19). He writes that common spaces let social interaction happen in a natural
way where not a lot is demanded from an individual. Being present in a space together
even when one is alone can set the ground for deeper relationships because of the
shared environment. This can be true for virtual environments where players in
massively multiplayer role playing games are technically playing by themselves but they
also have the option to interact with others based making them feel more connected.
Jane McGonigal (2011) suggests that ambient sociability in games can be used as a
stepping stone to help people become more socially confident.
Gentile et al. (2009) confirms that pro-social games can lead to very positive
behaviors. They conducted a long term study from many different countries including
Singapore, Japan, and the U.S. They had participants play 20 minutes of the pro-social
game “Super Mario Sunshine” where players help clean up the environment or “Chibi
Robo” where the goal is to make a family happy by cleaning up. They found that for
young people, playing pro-social games can make them more willing to help others in
the outside world (Gentile et al., 2009).
Designing the Game: Staying Social and Hopeful
Understanding the potential for games to generate hope and social connectivity,
the proposed project plan for “The Food Fight” sought to accentuate these features.
First, it was important to establish attainable goals for players and provide visible
feedback so players could become more confident in their ability to live a sustainable
life. They’re given a clear goal and steps to take on their quest. By engaging in the
game, they’re no longer passive observers of an overwhelming problem like climate
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change, they’re actively working to address it. The project will provide education
throughout the marketing materials and in the course of the game to help students
understand more about composting and the impacts of food waste on the environment.
It’s designed to align with Earth Day to reinforce the game’s focus on climate change
issues. The objective is to help provide the nudge that people sometimes need to take
action in a fun and interactive way. The game empowers people with a sense of agency
because they can determine their own ways to collect food waste.
The game is designed to make people hopeful about the larger issues, and makes
it a point to connect a player’s actions to some visual feedback. Real-world actions are
translated into points used to measure a player’s achievements. Levels and titles based
on experience points gained designate ranks of mastery and ongoing scores are updated
weekly to show progress. Figure 4.21 is an image of what players will see on the
Figure 4.21 Weekly score updates
Source: Created by James Chun. Retrieved from
http://jchun01.wix.com/gamifiedcompost
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website to track how their dorm teams are doing against each other. The ideal would
be to update these scores automatically as they change in real-time, but since it is an
expensive feature, it can be considered in future designs. Past competition like the
energy competition held at Oberlin College revealed that students wanted high
resolution real-time feedback on their performances (Peterson, Shunturov, Janda, Platt,
& Weinberger, 2007). The game intends to design for eustress as players take on the
challenges of the game. They have a sense of agency to approach the problem in their
own way.
The game also includes a visual that converts the amount of food waste they
divert from the landfill into a visualization that tells people how much carbon they
Figure 4.22 Carbon Visualizer
Source: Widget retrieved from http://embed.carbonvisuals.com/
saved. Rather than abstract data, the carbon visualizer widget from “CarbonVisuals”
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seen in Figure 4.22 is used to show players they are making an impact. This was a lesson
that was learned from an energy challenge that was held at Indiana University. They
held a competition between residence halls based on reducing energy consumption but
they gave students poor feedback in the form of raw energy statistics. The data was not
appealing to students and they identified the need for better marketing (Roedl, 2010).
Building excitement for the event will be key and it is suggested that a graphic designer
and marketing director be used to help create attractive promotional materials.
The game was framed as a dorm competition based on food waste with
opportunities for cooperative gameplay. Figure 4.23 shows a leaderboard on the site
Figure 4.23 Leaderboard
Source: Calculations done by James Chun. Platform accessed here:
http://jchun01.wix.com/gamifiedcompost
ranking the top ten players. The reason this decision was made was because of
successful energy competitions held on campuses around the country as well as one
that took place at Philadelphia University. According to the University’s Climate Action
Plan, the three dorms known as “Independence Plaza” participated in the Campus
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Conservation Nationals in April, 2013 (Philadelphia University, 2014). The proposed
game intends to start with these three dorms on the basis of composting and collecting
food waste.
There will also be a public Facebook page created for the competition as well as
private pages for each team. The public message board will give students the ability to
cheer each other on or lightly “trash talk” to inspire the pro-social emotions from mild
embarrassment. The private team pages give players space to develop their own
strategies and cooperate together to fight together as a dorm team. However, these
pages will be closely moderated to filter offensive posts and players will be dismissed
from the game if they abuse the service. A similar competition at Duke University called
“The Green Devil Smackdown” leveraged the use of “smack talk” as a way to build
enthusiasm for their sustainability challenge (Duke University, 2015).
Collaboration and Co-creation
Climate change is not a fight for the elite few. It’s a problem that affects every
human being and the solution is going to require an unprecedented amount of
teamwork. Fortunately, gamers seem to have been honing these skills of massive
collaboration. They have the unique ability to harness the abilities of the masses to
tackle a common problem. Gamers are drawn to epic scales and Martin Seligman
explains that this is a yearning of every human being stating that “the larger the entity
to which you can attach yourself, the more meaning in your life” (Seligman, 2002 p. 14).
For instance in 2009, players of the game “Halo 3” hit the collective goal of killing 10
billion alien enemies in the game known as the “Covenant” (IGN, 2009). Players were
73
absorbed by the expansive environment and moving narrative as they fought for the
survival of humanity. The scale gave players a way to attach themselves to a larger
cause and it gave them clear ways to feel like they’re contributing adding to their
engagement. Sustainability is one of those epic adventures that gamers can resonate
with and it can infuse a player with renewed meaning to take courageous actions.
Gamers are looking to be challenged and they’re not afraid to take on colossal
problems. The growth in crowdsourcing games reflect a player’s willingness to take on
great problems. “Crowdsourcing” is simply “distributed problem solving where tasks
are given to a large group of people allowing for collective intelligence (Mashable,
2015). It has tremendous potential for real-world action. The online web application
“Freerice” is a simple vocabulary game that’s designed to fight world hunger. The site
donates 10 grains for rice for every correct answer in the game which comes from
various sponsors on the webpage. It’s made to be quick and crowdsources the efforts of
hundreds of thousands of players at the same time. As of April 9 th, 2015,
98,082,581,680 grains of rice has been raised by users of the game (Freerice, 2015).
When gamers unite and focus their energies on solving a problem, amazing
things can happen. In 2011, players from the game “FoldIt” contributed to a
breakthrough in AIDS research. The online game makes use of the spatial reasoning
skills and creativity of players all over the world to help solve some of the most difficult
problems plaguing scientists today. Scientists were trying to understand the crystal
structure of a retroviral protease responsible for how HIV is spread throughout a victim.
There were only a small handful of players that had any familiarity with biochemistry.
74
The game converted the problem into a competitive challenge rewarding players and
Figure 4.24 Foldit Screenshot
Source: Screenshot taken from Foldit Application
teams with points depending on how sophisticated the model was. Figure 4.24 is a
screenshot from the game. When they asked players to make refined 3D models of the
“M-PMV” retroviral protease, it only took them three weeks to solve what baffled
scientists for over a decade. The study proved to the scientific community that gamers
are powerful allies in solving real-world problems.
Large scale games based in real-world results are gaining ground and at the end
of 2007, Mayor Mike Cornett of Oklahoma City created a game for the entire city to lose
one million pounds to address the issue of obesity. He made significant improvements
to the infrastructure building parks, sidewalks, health centers, and increased the general
walkability of the streets. The city developed a game with a goal to lose a million
pounds. Players sign up on the website, set weight loss goals and track how many
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pounds they lose. The website displays real-time updates on the number of members
playing, the number of pounds lost, and the number of miles logged running or jogging.
It’s also filled with resources on health and promotes all kinds of fitness related events.
By 2012, they achieved their ambitious goal and transformed into one of the fittest
cities in the country (Cornett, 2014).
Don Tapscott, the author of “Wikinomics” writes in an article that “The killer
application for mass collaboration may be saving planet earth—literally” (Tapscott,
2008). He highlights how climate change is becoming an issue impacting everyone no
matter who they are. Gamers are naturally good at cocreation and those skills are
needed to solve planetary problems (McGonigal, 2011). Rob Fleming highlights the
need for cocreativity to address sustainability because it produces ideas that are
impossible to achieve alone (Fleming, 2013). Games offer people a way to disrupt the
temptation for short-term thinking and can propel them to consider the future. The
most interesting research on this concept can come from “forecasting games”.
“World Without Oil” was a six week simulation from the designer Jane
McGonigal of a peak-oil situation complete with fabricated news updates. It presented
players with a fictional scenario asking them how they would react and they would post
information using whatever media they chose. It got people thinking about how their
lives would change and it was intriguing to see how creative people became. The
players were developing inventive ways to live more sustainably and retain a sense of
community. The game provided a safe space to test different ideas and it led to about
1,900 players contributing over 100,000 pieces of media to the game (McGonigal, 2011).
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Another game hosted by the Institute for the Future was called “Superstruct”. The goal
was to get people thinking about how to bring two or more communities with different
foci and get them to work in new ways to address the fictional threats the game
announced (IFTF, 2008). There’s even a game on social innovation called “Urgent
Evoke” that took place in Africa. It was a game from the World Bank Institute in the
form of a graphic novel to get players to think about creative solutions to problems with
limited resources. The game taught players real skills and helped empower them to
create innovative entrepreneurial ideas with positive social impacts (Hawkins, 2010).
Designing the Game: Strength in Numbers
Collaboration had to be a central part of the proposed game design. Designing
the elements of this dorm competition involves several systems working together at the
same time. First, there’s a system behind the activity loops to keep players engaged.
Zichermann (2011) suggests creating a social engagement loop seen in Figure 4.25. The
game is set to provide feedback and progress to players through experience points,
Figure 4.25 Social Engagement Loop
Source: (Zichermann & Cunningham, 2011)
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levels, and updated scores. There’s also a challenge for all the players to collectively
divert an extremely large amount of CO2 through their food waste collections. In this
case the goal was set to 1000 kilograms or 1 tonne. The game platform accumulates the
totals from everyone’s efforts and displays their progress in the form of a gauge with a
needle indicating how much has been done displayed in Figure 4.26.
The game involves tight cooperation among partners both internal and external.
Internally, the three resident assistants selected will have to reliably track the food
Figure 4.26 Collective goals
Source: Created by James Chun. Accessible from
http://jchun01.wix.com/gamifiedcompost
waste that’s brought to them and communicate well with the project organizers. They’ll
also have to keep an eye out for cheating. For example, players will be limited to
dropping off food waste once per hour. RAs will check the contents to make sure
there’s no unauthorized materials, and they will also make sure students are no
intentionally wasting food for the game. There’s always a risk of dishonest gameplay
but those issues will have to be addressed as they arise. The RAs will have to input
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statistics for pounds of food waste, number of visits, and the number of verified
volunteer hours.
Several other internal groups will need to be involved, including the Campus
Activities Board, to build off their knowledge of the student culture and to help draw
attention to the competition. Philadelphia University has a goal to be carbon neutral by
2035 and the Campus Sustainability Committee’s input on the design will be important
to help evaluate how the game can contribute to this objective. Sustainability groups,
including the “USGBC” and “SOSA”, will be needed to promote the game. The
University’s Physical Plant will help coordinate with outside partners to haul away food
waste and make sure the flow is smooth. Parkhurst Dining Services and the Ravenhill
Dining Hall are important partners, because it is where students get most of their food
so their insights will be important in the game’s creation.
After every week, it is suggested that the accumulated food waste be taken to
the local W.B. Saul High School where they have the capacity to compost many
materials at one time. A partnership with them would be beneficial for both parties in
this project. The University could theoretically make an agreement to give the High
School all of the food waste to compost and then establish plans to buy the prepared
compost at a reduced rate after it’s done. The High School would receive the materials
and a guaranteed customer while the university may benefit from a lower price on
compost. Future designs can involve growing fresh food in an on campus community
garden from the compost that’s being created but for the initial design, a partnership
may be the most suitable solution.
79
Other external partners are suggested in the project including Professor Kevin
Werbach, an instructor at the University of Pennsylvania’s Wharton School of Business.
He has specialized knowledge of gamification and can help improve the effectiveness of
the game. “Honeywell” is already closely connected with the University and their
support in the project will be greatly beneficial. It is also suggested to reach out to the
organizers of the Kukui Cup, a large scale energy conservation competition that was help
at the University of Hawaii. They are experienced in hosting these events and if the
budget allows for it in the future, they can help customize an open source game engine
to use for an expanded design. Finally relationships with business vendors will be
important to try and obtain in kind donations. Local news organizations like GRID
Magazine and WHYY’s “Newsworks” can potentially help generate excitement around
campus.
The organization and the project plan itself is designed to guide the flow of the
game. The plan was created with the help of a guide from the makers of the “Kukui
Cup” (Kukui Cup, 2015). The flow of the planning process centers on the idea of
iteration and feedback loops. Throughout the course of the project, it will be important
to continually fine tune the details of the design using data gained from ongoing
surveys, focus groups, and two test trials of the game to gather opinions about needed
improvements. Schedules are set to capture baseline data for the amount of food
waste being generated before the game. Volunteers from the game can be utilized to
help capture quantifiable metrics on the amount of food waste collected during and
after the game. Attention is also given to maintaining strong relationships with all the
80
key partners in the design. The schedule includes times to collect baseline data on
waste so that the information can be compared with data from the game. A risk
assessment and project roles are identified to help prepare for a successful launch.
A significant aspect of the design is based on the use of inclusive charretteinformed workshops. An initial workshop was already detailed to identify preliminary
plans for a game but additional workshops are recommended in the future. These will
involve all of the relevant stakeholders for the project including both internal and
external partners so that any issues or barriers can be addressed. Everyone will have to
agree on a set of guiding principles and come up with creative solutions together as a
group. This process will encourage anyone impacted in the game to express their ideas
and concerns. Utilizing this approach is meant to create a greater alignment of values
between the team and to build broad levels of cooperation through the course of the
project.
The overarching goal of the implementation of the game on composting is to
encourage students to think more deeply about the topic of climate change and
produce hope. By empowering them to see their actions can make an impact, they may
begin to change their habits. This behavioral shift may make it easier for structural
changes to occur on the campus like the installation of composting bins if the university
notices that students really do want them. These structural changes may make it easier
for students to live more sustainably (Steg & Vlek, 2009). Once sustainability becomes
more established on campus, there’s potential to follow through on broader pledges
made by the campus to the American College and University President’s Climate
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Commitment, such as getting involved in the national “Recyclemania” challenge and
contributing to one of the three measures required to reduce waste (ACUPCC, 2015).
Global warming threatens to leave people demoralized but there is hope when people
learn to collaborate on massive scales. The psychologist John Fraser states it this way,
“When you think about ideas like a disease, a good idea can migrate around but
it requires multiple contacts. People tend to be resistant to a single contact but
multiple exposure to an idea creates a greater opportunity for it to migrate, to
move in society.” (Fraser, 2014).
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CHAPTER FIVE: Conclusion
“The Food Fight” project plan carries many opportunities and there are several
recommendations for improvements. Due to the limited time scale of the project, the
scope of this thesis did not obtain data from real-world testing. The goal is to use the
plan to initiate a pilot on campus for the spring of 2016. The project plan in place
suggests at least six months of preparation to effectively implement the design. This
time is required to build relationships with the key stakeholders both internal and
external to the University. All of the invested parties will need to establish concrete
guiding principles to use throughout the life of the project. Another constraint in the
project was the budget. No resources were allocated for the development of this
proposal, meaning that intentional steps had to be taken to minimize costs. This is the
reason why a low-tech approach was preferred, but it comes at the price of reduced
functionality, limited aesthetic appeal, and more manual updates. The project plan
presents a basic template for a game and the next step will be to present this
information to Rick Waligora from Philadelphia University’s Physical Plant to determine
if this is a viable project to pilot in the future.
The choice to keep the scope small was intentional and the initial project will
determine whether there is sufficient interest from the campus. Future iterations will
focus on expanding the game experience to include other sustainable measures, like
energy and water. It is also recommended to reach out to consultants to create a strong
strategy. Professor Kevin Werbach of the Wharton School of Business at the University
of Pennsylvania may be a strong ally, and his knowledge of gamification will be helpful.
83
The organizers of the Kukui Cup will also be a useful addition to the team, because they
have several years of experience in successful campus competitions. They also created
an open-source game platform called the Makahiki engine, and they may be able to
assist in customizing it to use at Philadelphia University.
A larger project will be able to accommodate the entire student body and all
eight on-campus dorm halls instead of the three being targeted right now. Depending
on player feedback, the game might take on the form of the dining halls competing
against each other. With enough interest, the design can be refined and could connect
with other local universities in the area. Participation in national challenges like
“RecycleMania” may be an option once the campus has enough motivation. It may also
be possible to incorporate the elements of this game design into the existing campus
conservation nationals that the university has been involved in. Through the use of
ongoing surveys, charrette workshops, and committee meetings, other elements can be
added to the game to increase engagement. For instance, there was interest in the use
of quests or missions in the game, and if the resources allow it, a narrative can be
written to immerse the players further.
With the proper funding, devices can be installed to provide real-time digital
feedback for students on their progress. If there was a way to record data dynamically,
these statistics could be connected to a social networking profile like Facebook. It
would enhance the social emphasis of the game and become more engaging. A higher
budget would also allow for an expanded marketing plan. A videographer can be used
to capture action shots of the game and build up interest. A graphic design artist and a
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marketing director can also work on developing a short video or animation to explain
the game in an engaging way. There may be room to create a type of game to learn
how to play the game itself. This would be done by implementing effective onboarding
strategies which can guide players step by step as they learn the mechanics of “The
Food Fight.” This process will require the assistance of user experience professionals
and significant programming expertise.
With real-time feedback, more efforts would be made toward automating the
system where students could drop off food waste whenever they wanted. At this point,
an RA in each building has to be present at the time of drop-off to enter data online.
They also serve as a deterrent to cheating. Foul play will always be a risk, but certain
steps can be taken if the game grows in size. Security cameras can be used to monitor
players when they drop-off waste and greater levels of verification can be used in an
online system. A stronger budget also leaves room for bigger events more often. They
may include educational project-based workshops on sustainability, campus events tied
in with the game, and field trips to inspiring organizations. It is also suggested that
more funds be allocated to provide better and more varied incentives for students.
These rewards can be delivered through a type of raffle game which the Kukui Cup used
in the past. The raffle game involves obtaining tickets through in game actions and they
can be allocated to try and win different prizes. After each iteration of the game on
campus, there will be a time to process and reflect on what worked and what can be
strengthened.
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“The Food Fight” presents a way to tie in positive emotions with sustainability. It
can be particularly appealing to the new wave of Millennials rising up, and can help
achieve massive collaboration among people across cultures and generations. The
game offers a way to build engagement with the students and empathy around the
deeper issues of climate change. It inspires fun and infuses players with hope for the
future. Using a game design is not the only an answer to the problem facing the planet
but it can be an important piece of the puzzle. “The Food Fight” makes use of the
benefits of games to empower people for change and hopefully to have a good time in
the process.
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APPENDIX
Survey Design
105
106
Survey Results
Question 1
107
Question 2
108
Question 3
109
Question 4
110
Question 5
111
Question 6
112
Question 7: Care to share? Anything else that you want to add about games?
Answered: 17 Skipped: 60
I am the most un-competitive person I know, haha. I unfortunately lack the ability enjoy or be motivated to play games. They are just
not my thing. Weird, I know!
12/12/2014 5:15 PM View respondent's answers
No offense, I could see playing a game at a party to celebrate a job well done, but making composting into a game seems somewhat
childish.
12/6/2014 6:11 PM View respondent's answers
I think people similar to myself just want to compost and don't need (or have time for) another level of complexity. We compost
because we know it's important. HOWEVER, I think this will be appealing to some people, particularly a younger generation.
12/6/2014 2:13 PM View respondent's answers
Really good idea! Please consider the games for both girls and boys, because the examples you gave above seems only for boys.
Good Luck!
11/25/2014 11:04 AM View respondent's answers
It would feel like more work to log into a computer/game, but then I'm not much of a fan of computer games.
11/25/2014 8:31 AM View respondent's answers
I like naturistic maps and virtual reality of our earth's pristine natural landscapes.
11/25/2014 12:19 AM View respondent's answers
Not that I can think of.
11/24/2014 11:09 PM View respondent's answers
This could fit into mobile gaming a bit easier than full on console gaming. Or maybe a farm or city sim
11/24/2014 10:54 PM View respondent's answers
when does the game come out -- i used to play farmville so i see some potential -11/24/2014 9:46 PM View respondent's answers
People can get advantages and rewards in the game when they bring their waste. This idea will encourage children to collect their
waste rather than throwing it.
11/24/2014 9:30 PM View respondent's answers
A good game gives the player enjoyment on its mechanics alone. If you have to bait the player with achievements and leaderboards
you might not have compelling core gameplay. Just my opinion!
11/24/2014 8:45 PM View respondent's answers
Leeeeeerroooyyyyyyy Jenkinnnnnnssssss!!!
11/24/2014 8:40 PM View respondent's answers
I love games, James.
11/24/2014 8:40 PM View respondent's answers
To the question 6. I actually would eat the apple core!!! :) You should change that example to banana for example, cause nobody
would eat banana skin for sure!
11/24/2014 7:27 PM View respondent's answers
The only game I would consider playing online is chess
11/24/2014 7:19 PM View respondent's answers
You could probably have done quizzes like quizup and people could play with other random people whom they don't know
11/24/2014 7:12 PM View respondent's answers
Cooperation is more interesting to me then winning.
11/24/2014 7:03 PM View respondent's answers
113
Charrette Style Design Workshop
Breakout Session Pictures
114
Vetting Session 1 Results
115
Vetting Session 2 Results
116
Project Plan
Project Plan Prototype
Philadelphia University
Gamified Composting Project
Author:
James Chun
Creation Date:
2/23/2015
Version:
1.0
117
TABLE OF CONTENTS
Table of Contents
LIST OF FIGURES .......................................................................................................................................... 119
INTRODUCTION .......................................................................................................120
PURPOSE OF PLAN ........................................................................................................................................ 120
BACKGROUND INFORMATION ...................................................................................................................... 120
PROJECT APPROACH..................................................................................................................................... 121
LEVEL I: ORGANIZE STEERING COMMITTEE AND ASSIGN PROJECT ROLES.................................................... 121
LEVEL II: DEVELOP OBJECTIVES AND AGREE ON DESIGN ............................................................................. 122
LEVEL III: SOLIDIFY KEY PARTNERSHIPS ..................................................................................................... 123
LEVEL IV: DEFINE SCHEDULE AND BUDGET ................................................................................................. 124
LEVEL V: PURCHASE AND INSTALL COMPONENTS/EQUIPMENT .................................................................... 125
LEVEL VI: ALPHA AND BETA TESTING/MARKETING ................................................................................... 125
LEVEL VII: IMPLEMENT PROJECT PILOT ...................................................................................................... 126
LEVEL VIII: EVALUATE AND IMPROVE ........................................................................................................ 127
DESIGNING THE GAME ............................................................................................128
OBJECTIVES ................................................................................................................................................. 128
TARGET BEHAVIORS .................................................................................................................................... 130
PLAYER DESCRIPTIONS ................................................................................................................................ 130
ACTIVITY LOOPS .......................................................................................................................................... 130
THE FUN FACTOR ......................................................................................................................................... 131
DEPLOY THE APPROPRIATE TOOLS .............................................................................................................. 132
SCOPE .....................................................................................................................136
SCOPE DEFINITION ....................................................................................................................................... 136
ITEMS BEYOND SCOPE ................................................................................................................................. 136
PROJECTED BUDGET .................................................................................................................................... 137
RISK ASSESSMENT ....................................................................................................................................... 137
INITIAL PROJECT RISK ASSESSMENT ............................................................................................................ 138
MILESTONES ................................................................................................................................................ 141
ASSUMPTIONS ........................................................................................................142
PROJECT ASSUMPTIONS ............................................................................................................................... 142
CONSTRAINTS .........................................................................................................143
PROJECT CONSTRAINTS ................................................................................................................................ 143
RELATED PROJECTS ..................................................................................................................................... 143
CRITICAL PROJECT BARRIERS ...................................................................................................................... 144
PROJECT MANAGEMENT APPROACH .......................................................................145
PROJECT TIMELINE....................................................................................................................................... 145
ISSUE MANAGEMENT ................................................................................................................................... 147
COMMUNICATIONS PLAN ............................................................................................................................. 147
SUGGESTIONS FOR THE FUTURE ................................................................................................................... 149
SIGN-OFF SHEET........................................................................................................................................... 152
118
List of Figures
Figure 1.1: Survey Interest in making composting feel like a game .......................................................... 129
Figure 1.2 Preliminary website front page ................................................................................................. 132
Figure 1.3 Visualizing CO2 totals ............................................................................................................. 133
Figure 1.4 Leaderboard with display of community progress .................................................................... 133
Figure 1.5: “Google Form” used to enter food waste data ......................................................................... 134
Figure 1.6: “Google sheets” CO2 calculations ........................................................................................... 134
Figure 1.7: Team calculation sample ......................................................................................................... 134
Figure 1.8: Leaderboard and experience point calculations ...................................................................... 135
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INTRODUCTION
Purpose of Plan
The project plan will describe the project and its intended goals. It will provide a
framework for increasing campus participation in composting on campus through a
game design with details on design decisions, suggested partners and a preliminary
process of implementation. It may also be used to establish an accord between the
project stakeholders that includes: Physical Plant staff, the Steering committee, Project
Manager, Project Team, and other parties.
The Project Plan defines the following:
 Purpose
 Roles and responsibilities
 Project budget
 Project timeline
 Prototype design of a web interface
 Game Design and objectives
 Scope and expectations
 Assumptions and constraints
 Project management overview
Background Information
The information presented here is the result of a master’s level thesis in
sustainable design on exploring the use of gamification to stimulate sustainable
behavior changes. The research investigated the rationale behind the proposal
and identified numerous examples of successful gamification models which can
be referenced by accessing the thesis report.
The use of competitive games on reducing electricity usage have been tested at
various universities including “Tufts University”, “Oberlin College”, and the
“University of Hawai`i at Mānoa”. Philadelphia University has also participated
in two known competitive challenges related to sustainability. The
“EcoChallenge” took place in October 2009 for three months and involved three
townhouses competing to recycle. In addition, three residence halls competed
in the “Campus Conservation Nationals” to see which school could conserve the
most energy.
One case study used for the design can be traced to a proposed initiative in New
York City called “Hello Compost” exchanging food waste for food to community
members. Inspiration was drawn from alternate reality games like “World
Without Oil” which simulated responses to a peak oil crisis and the web
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application “Practically Green” aimed at increasing “green” behaviors among
office employees.
Data was gathered about motivation and general interest in using gamification
for composting through an online survey. The majority expressed interest in
learning more about the concept. During the development of the plan, a design
“charrette” took place on Friday, January 30th 2015 to offer various design
solutions. The common themes were synthesized and considered in the initial
phase of this plan focusing on competition, team dynamics, and clear feedback.
Results from the student charrette can also be viewed in the section “Deploy the
Appropriate Tools”.
Project Approach1
Level I:
Organize committee and assign project roles
Level II:
Develop objectives and agree on design
Level III:
Solidify key partnerships
Level IV:
Define Schedule and budget
Level V:
Purchase and install components/equipment
Level VI:
Alpha and Beta Testing/Marketing
Level VII:
Implement project pilot
Level VIII:
Evaluate and improve
Level I: Organize Steering Committee and assign project roles
“Founding members” will be listed and members will be sought to represent all relevant
parties. Their names and contact information will be recorded in a cloud based “Google
sheet”. This process will begin in the beginning of the school year. If the game is being
designed for the spring of 2016, the committee search should be started by Thursday,
August 20th 2015 and be finalized by Monday, September 21st 2015 with an introductory
meeting by that time. The following is a suggested list of representatives and skillsets
sought.
Members
Reason
Resident Assistants
Points of contact for students
Student Representative
Assess user experience
Faculty Member
Faculty engagement and insight
Sustainability Groups (S.O.S.A., USGBC)
Network and sustainability focus
Housing administration
Campus guidelines
1
Planning approach adopted from “Kukui Cup” guidelines, an energy conservation competition developed
at the University of Hawaii, Manoa campus. They provide an open-source game engine and may be
beneficial as consultants which will be discussed later in this document. The planning guide can be
accessed here: http://kukuicup.org/get-involved/get-involved-as-an-organizer/planning-guide/#gameplan
121
Physical Plant
W.B. Saul High School
Intern
Implementation and maintenance
Manage food waste volume
Daily site updates and waste pickups
Important Skills and Roles
Game Designer
Marketing
Event Planning/Project Manager
Education
Videography
Fundraising/Outreach
Web Technology
Graphic Design
Reason
Develop game mechanics
Generate awareness and excitement
Coordinate schedule and events
Design learning elements
Record experiences and market
Reach out to vendors for donations
Edit and maintain website
Create aesthetic appeal
Campus clubs and organizations may be a helpful source for these specific skills.
Individuals may take on multiple roles but ideally, specific individuals should be assigned
to each area. These roles should be set by October 1st, 2015.
Level II: Develop objectives and agree on design
Target goals need to be set to determine whether the design is successful after a set
amount of time. This plan will suggest a time frame of three weeks for the game
preferably in the spring so that it may culminate in the annual Sustainability Forum and
Earth Day activities. This plan also offers a preliminary design for a game based on
research, surveys, and an on-campus design charrette used to provide ideas.
Subsequent research in the form of surveys, focus groups, and an additional charrette
can be done with controls for demographics, field of study, and other relevant data to
capture a broader swath of student interests. The project team may want to modify the
current game design to satisfy updated student input.
Projected number of players for prototype: The first iteration of the design will focus on
the three dorm halls known as “Independence Plaza” or “IP” houses. The IP houses
have a total capacity for 387 students and one resident assistant will represent each of
the dorms. Since this is a voluntary competition, a conservative estimate of about 15%
are expected to engage based on research into other campus competition efforts. This
equates to 58 students and in this pilot the three IP houses will be separate teams.
Larger designs will include a larger scope but it will also require a substantially higher
budget and planning. This preliminary design is aimed at providing some initial data for
what would work on the campus.
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Level III: Solidify key partnerships
Partnerships will be sought both internally and externally from the university.
Internal:
Campus Activities Board (C.A.B.) – This student group is the primary vehicle for larger
organized events held on campus. They are designated a set budget each
semester which can help provide appropriate incentives for the competition.
Building a rapport with the Campus Activities Board is crucial since they have
direct first-hand knowledge of the types of activities that succeed on campus
based on past history. They will be important through all stages of the process
from design, marketing, implementation, and iteration.
Sustainability Committee – This committee on campus has some of the most gifted
leaders from both the faculty and the student body to provide direction for the
University’s ambitious sustainability goals notably the aim to be carbon neutral
by 2035. The members of the group will provide insight into potential concerns
and can assist with evaluating the efficacy of the design.
PhilaU U.S.G.B.C. and S.O.S.A. – Both of these groups are important points of contact to
mobilize intrinsically motivated students. The combined efforts of the USGBC
consisting of mostly graduate students and the undergraduate S.O.S.A. will be
helpful in determining ways to bridge the gaps between ages. They can be the
primary drivers of developing marketing materials and monitoring the status of
the project. These two groups have also collaborated together for the formation
of the Sustainability Fair for 2014 and 2015. The proposed game design has the
potential to generate excitement for this springtime event through the semester
by designating a specialized event involving the game at that time.
Physical Plant – The physical plant has a tremendous responsibility on campus and their
diligence ensures that the campus is run efficiently. The department will need to
be aware of the process of how this game will be carried out including the
placement of the composting bins and the coordination of partners to haul food
waste away.
Parkhurst Dining Services and Ravenhill Dining Hall – These are the primary locations for
food on campus and as a result generate a considerable amount of food waste
daily. The initial phases of the game does not seek to manage the entire volume
of food waste produced in these locations but long term plans can develop
design solutions to handle higher capacities at an appropriate scale.
External:
W.B. Saul High School and Weaver’s Way Co-op – W.B. Saul High School manages an
urban farm and has the ability to facilitate a large amount of composting on their
site. A partnership can be made for them to either pick up food waste weekly
from the composting game or to allow someone to drop it off. The finished
compost can then be used for a potential community garden on campus in the
future though it is not included in this original scope.
Professor Kevin Werbach – the university has the benefit of being close by to an
educator that has written extensively about gamification. He is a full-time
123
instructor at the Wharton School of Business at the University of Pennsylvania
and his guidance as a consultant would be invaluable to fine-tune details of the
proposed composting game to use on campus.
Honeywell – The University already has a close relationship with Honeywell and they
may be beneficial as a sponsor for this proposed gamified composting plan.
“Kukui Cup” Organizers – This group has a proven record of success for executing large
scale energy conservation competitions at the University of Hawaii. They
created an open source engine to run their game on campus along with
thorough documentation of their processes and lessons learned. They can be
very helpful as part-time consultants if the budget allows for it.
Vendors – The marketing and outreach staff will seek to build relationships with
community partners asking for their support through donations which can be
used as incentives. Other organizations such as GRID magazine and WHYY
Newsworks can positively promote the event.
Level IV: Define schedule and budget
Preliminary dates of challenge: Friday, April 1st 2016 – Friday, April 22nd
The scope is limited to 3 weeks to test the game and will end on “earth day”. It is also
suggested that the annual sustainability forum be moved to this date as well. The final
winners will be designated at this time.
Baseline data capture dates: Baseline data can be recorded starting Thursday, October
15th 2015 – Monday, November 16th 2015. According to the PhilaU Climate Action Plan,
(2014) the last baseline data for solid waste emissions was in 2010 yielding a result of
405.1 metric tonnes eCO2 or 16,205.6 kg CH4.
Starting Budget Cost Estimates:
Item
Electronic Scale2
5 pound buckets3
Marketing (posters, inserts, etc.)
Pizza Party reward4
Parkhurst meal design
Unit Cost
$20
$3
varies
$500
$10
Number
3
3
varies
1
1
Total
$60
$9
$200
$500
$10
Total: $779
2
Team members might have electronics scales to borrow for the pilot taking away this cost
Physical plant may already have extra 5 gallon buckets to use which would remove this cost
4
Based on the capacity for all three dorms, it is estimated the winning dorm will have about 129 students.
The winning dorm will have free access to the pizza party but it will be an event coordinated with the
Campus Activities Board so that it is made available to the rest of the campus. Limited tickets will be
offered for students to purchase. This cost may be diffused when coordinating with the C.A.B. and
student ticket purchases. The budget describes the total cost from one suggested location as a frame of
reference.
3
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Timeline:
Subject
Recruit Steering Committee
Finalize committee and initial meeting
Project roles finalized
Record baseline data on waste
Conduct “surveymonkey” survey and 10 interviews
Outreach to local vendors to ask for donations
End baseline data capture on waste
Complete surveys and interviews
Finalize all donations and incentives
Recruit testers and focus group
Alpha testing
Marketing designs finished and materials ordered
Evaluation and Iteration
Beta testing
Evaluation and Iteration 2
Marketing materials received
Sign-up timeframe
RA Orientation
Competition
Launch Party
Kanbar food waste direct drop-off
Kanbar food waste direct drop-off
Kanbar food waste direct drop-off
Awards Ceremony
Start
Thu 8/20/2015
Mon 9/21/2015
Thu 10/1/2015
Thu 10/15/2015
Thu 10/15/2015
Mon 11/16/2015
Mon 11/16/2015
Mon 11/16/2015
Thu 12/17/2015
Wed 1/13/2016
Mon 1/25/2016
Mon 2/1/2016
Mon 2/8/2016
Mon 2/15/2016
Mon 2/29/2016
Mon 2/29/2016
Mon 3/14/2016
Tue 3/29/2016
Fri 4/1/2016
Fri 4/1/2016
Tue 4/5/2016
Tue 4/12/2016
Tue 4/19/2016
Fri 4/22/2016
End
Mon 9/21/2015
Mon 9/21/2015
Fri 10/2/2015
Mon 11/16/2015
Mon 11/16/2015
Thu 12/17/2015
Mon 11/16/2015
Mon 11/16/2015
Fri 12/18/2015
Mon 1/25/2016
Mon 2/8/2016
Mon 2/1/2016
Mon 2/15/2016
Mon 2/29/2016
Mon 3/14/2016
Mon 2/29/2016
Fri 4/1/2016
Tue 3/29/2016
Sat 4/23/2016
Fri 4/1/2016
Tue 4/5/2016
Tue 4/12/2016
Tue 4/19/2016
Fri 4/22/2016
Level V: Purchase and install components/equipment
The initial prototype of the game will have a smaller scope and a future enhanced
version will be described with associated equipment if there is sufficient interest.
Equipment should be purchased by December 17th 2015. If a more elaborate game
design is utilized, this section will need to be edited.
 Electronic scales for each dorm hall (three needed)
 Three buckets able to hold 5 gallons each

Level VI: Alpha and Beta Testing/Marketing



October 15th 2015 – November 15th 2015: Surveys and at least 10 representative
interviews
November 15th 2015 – Thursday December 17th 2015: Finalize all incentives and
secure all donations
A focus group will be invited and recruited to run two week trails of the game
from Wednesday, January 13th 2016 to Sunday, January 24th 2016.
125





Alpha test: Monday, January 25th to Friday, February 7th
Evaluation and iteration: Monday, February 8th to Sunday, February 14th
Beta test: Monday, February 15th 2016 to Sunday, February 28th 2016
Evaluation and iteration: Monday, February 29th 2016 to Sunday, March 13th
2016
All marketing materials will be ordered by Monday, February 1st 2016. Materials
to be received by Monday, February 29th. Full marketing plan will be rolled out
starting Tuesday, March 1st 2016. It will include the following:
 Napkin holder inserts and flipcard inserts for the Kanbar Student Center
cafeteria
 PhilaU Splash Page announcement
 Weekly email blasts
 Weekly updates on Facebook and Twitter accounts from marketing
director
 Banners – nine total. One for each of the three floors in the IP buildings.
These will be crafted by the graphic designer.
 Large banner to hang across outside of the Kanbar Student Center.
 PhilaU Radio station promotions starting in March and updates
throughout the competition.
Level VII: Implement Project Pilot
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Student players in each building (Franklin, Madison, and Jefferson) sign up with
the resident assistant from Monday March 14th 2016 – Thursday, March 31st
2016.
Students in each dorm will bring their food waste to their resident assistants
(RA’s) and they will weigh it with an electronic scale. They will verify that the
waste is appropriate and input the pounds of waste into the “Google form” that
translates the waste into points.
The three resident assistants will each be given a 5 gallon bucket with a lid to
collect food waste. They will inspect the materials players bring in to ensure the
food scraps are appropriate
Closed “Facebook group” will be created for all participants to allow for social
interaction and separate team “Facebook groups” will be made for team
discussions. The marketing director will be the moderator for these groups.
The game includes three distinct ways to accumulate points
 Pounds of food waste – 100 points per pound. These points are the most
direct and collecting food waste.
 Drop off visits – 50 points per visit. This strategy is meant to build
participation and seeks to address the concern of actually encouraging
food wastage. Boundaries will be set where players can only gain points
for a drop-off visit once per hour. This will help limit the possibility of
excessive bursts of visits.
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Volunteering – 1000 points per volunteer hour. This activity is the most
involved and therefore worth the most. For this task, interested players
will be connected with a staff member from the physical plant to help
with one of their landscaping projects. Players can also volunteer to help
maintain the farm at the W.B. Saul High School. A staff member will
verify the time.
By 9:00 pm every night a volunteer or intern will update the “WiX’ page with an
updated leaderboard depicting points and amount of CO2 diverted using the
“carbon visualizer” widget.
Every Friday afternoon, it is proposed that a representative from the “W.B. Saul
High School” will collect each dorm’s food waste and bring it back to their farm
to compost.
Level VIII: Evaluate and Improve
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Complete questionnaires and interviews with resident assistants
Interview those that did not participate in the game and ask about their reason
for declining involvement
User surveys after the pilot to assess what worked and what didn’t
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Designing the Game5
Objectives
The primary objectives of this project design will focus on:
 Diverting food waste and related CH4 emissions from the landfill
 Saving money from municipal solid waste removal with reduced weight
of food scraps
 Empowering student body to participate in design and provide feedback
for future iterations
 Motivating students to engage in composting
 Contributing to a larger awareness of and participation in strategic
sustainability
 Encouraging long-term systems thinking, regenerative and closed loop
design thinking
 Making and Improving relationships with community partners
 Designing for organic growth and sustained maintenance
 Creating positive publicity of student engagement on sustainability
 Stimulating project based learning and providing hands on experience
 Being user-friendly
 Offering opportunities for social interaction and community
 Producing a mutually beneficial and reliable agreement with key partners
 Minimizing redundant responsibilities through efficient design and
proactive delegation of responsibilities
 Contribute to PhilaU 2035 Carbon Neutral goal and build progress on the
ACUPCC commitments
A survey and a design “charrette” with students was completed. The main results are
detailed here.
Survey results
 Recognize not everyone plays games but most familiar and engage in some way.
Respondents mostly working professionals and graduate students with limited
time. Question did not assess desire to play games in relation to available time.
Out of the total 76.62% play games at some level. Significant portions play 4
horus or more (20.78%)
 Only 2.6% are adamant against the idea of friendly competition. Many would at
least try it (44.16%). Majority are “indifferent” to it and may withhold judgment
5 The design process is presented using guidelines from Kevin Werbach’s “Six Steps to Gamification.”
Werbach, K., & Hunter, D. (2012). For the win. Philadelphia, PA: Wharton Digital Press.
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until they are presented with a physical design. The design should allow for
other dynamics other than competition such as cooperation.
Overwhelmingly discounts on goods or services were favored as a motivator and
many disagreed with the statement that said that they do not like rewards.
Badges and community events were relatively low on the radar.
Points, leveling up, skill trees, quests, points, and competing were favorable
There were mixed thoughts for badges and skill trees
Future designs can spend time making a narrative with specific quests
Compelling results, only 1 person was very against the idea. Majority say it is
“interesting”, total those who think at least interesting or better is 76.62%
Open ended responses revealed that people had a desire to see cooperation in a
game and a focus on gameplay instead of the rewards. General suggestions
encouraged including a wider audience.
Figure 1.0.1: Survey Interest in making composting feel like a game
Source: “Surveymonkey” assessment created by James Chun
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“Charrette” Takeaways
 Contest/Competition favored element for engagement
 Clear labeling and accessibility of waste bins
 Desire to utilize compost created for another purpose, ideally a garden
 Large scale goal with collected efforts was of interest
Target Behaviors
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Empower student body to participate in design and provide feedback for
future iterations
Achieve set goals within defined budget and time constraints
Achieve at least 100 total drop off visits by students during the pilot
Accumulate at least 100 pounds of food waste to be used for composting
Reach at least 10 hours of total volunteering time from players
Google Analytics can measure number of hits on the webpage
Reach at least 50 players for the game
Player Descriptions
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Age range includes Millennials
University has more females than males about 67% women to 33% male6
Design, creativity, and art major influences for students
Autonomy, sociability and aesthetic user design will be important
Immediate feedback and development can be key
Design should allow room for some sort of social interaction
Activity Loops
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6
A positive feedback loop will be designed where the game will encourage real
world actions in the form of food waste collection and volunteering meant to
build sustainability knowledge. The actions will provide feedback in the form of
points, a leaderboard to display the highest ranking players with specialized
titles, and special incentives. The feedback will lead people back into the game
and continue the cycle of real world actions.
Progression will be a main aspect of the design as players advance in levels as
they build up points. The player with the top scores will obtain a reward. It will
be easier to gain levels when beginning and become gradually more difficult.
Competition: The game will involve a competition between the three “IP”
houses. The dorm with the highest scores will win.
Cooperation: The game is also designed for players to collaborate on two levels.
First, they will work together as a team within their own dorms. Secondly, all of
the players will work toward an epic level goal set by the administrators to divert
1 ton of CO2 from food waste.
Gender ratio data from https://www.parchment.com/u/college/1008-Philadelphia-University/profile
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Social networking tools including the use of a “Facebook” page will be used to
facilitate community. It will be a space for socializers and those that desire the
opportunity to interact with other players. Private team pages will be set for
each dorm where players can collaborate and cheer each other on. The main
page can be used for general comments and players can root for and against
each other to spur lighthearted competition. The social function demonstrates
the idea of “relatedness” where people can feel connected to each other
Competence and mastery are developed through the competition and the
gaining of levels through the game. The act of collecting food waste becomes
less foreign and can make sustainable behaviors more approachable.
Players have autonomy in the sense that they control how much food waste they
save and the amount of volunteering they do. As the game goes on, different
roles can spring up organically from the players. For instance one player might
be compelled to organize group dorm dinners where they cook and eat together
while storing their collective food waste. The specific strategies players adopt is
open and encourages autonomous choices. The role of autonomy will be more
pronounced if future iterations of the game include a larger scope.
Designing for autonomy, relatedness, and competence in the game contributes
to intrinsic motivation to act. Again, the actions impact the game and feedback
is given to interact with it.
One volunteer will be designated at the Kanbar student center with a 5 pound
bucket one day a week from 12:00 pm – 1:00 pm to encourage teams to eat
together and drop off food waste directly. For the purposes of planning the day
will be set as Tuesday but the steering committee can alter the day if needed.
The Fun Factor
Fun can be difficult to measure but research suggests that there are some specific
categories of fun that can be designed for. The following are ways that the game tries
to design for the greatest variety of people.
 Hard fun – a very difficult challenge is set for all players to collect a combined
total of one ton of food waste. Also, obtaining levels in the beginning is simple
but it becomes gradually harder and later levels will push players to accomplish
more.
 Easy fun – aesthetic design of the game platform and immersive events during
the three week period will be available to provide a good experience for users.
 Altered state fun – the design encourages players to come up with their own
name for their avatar. This type of fun can develop if future projects incorporate
a narrative structure and identify a bigger scale.
 Social fun – The game allows for interaction between players through
competition. Online communication is done through social networking sites
notably “Facebook”. Cooperation can occur as each team strategizes. Periodic
group meals will be encouraged
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Deploy the Appropriate Tools
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The initial project will rely on a free “WiX” website to display all of the
competition’s information. It allows for basic controls and daily feedback can be
given to teams. Real-time feedback requires a more costly option of designing a
new website or hiring a gamification company.
Player profiles are set through “Google forms” and different avatar names can
be created.
Essential calculations are held within a set of “Google sheets” that accumulate
player’s points and ranks them in a leaderboard. It also has a section to calculate
the amount of CO2 that is being diverted from the landfill from the collection of
food waste.
The calculations also determine the player’s “level” based on an internal
calculation that makes it progressively harder to reach greater status.
A simple visual chart shows the entire group’s progress toward achieving the
“epic goal” of diverting one ton of food waste.
“Facebook” pages will be created to allow for social interactions and virality
Incentives will be offered for the winning team and the player with the highest
score. A grand prize will be a pizza party that will be free for the winning dorm.
Others can buy a limited number of tickets to join in. The highest scorer will
have the opportunity to design the end of the semester meal with a chef from
“Parkhurst Dining Services”. They will receive the meal for free. The winners are
invited to join in the design of the next iteration of the game.
Prototype Screenshots:
Figure 1.0.2 Preliminary website front page
Source: http://jchun01.wix.com/gamifiedcompost
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Figure 1.0.3 Visualizing CO2 totals
Source: http://jchun01.wix.com/gamifiedcompost
Figure 1.0.4 Leaderboard with display of community progress
Source: http://jchun01.wix.com/gamifiedcompost
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Figure 1.0.5: “Google Form” used to enter food waste data
Source: Google form created by James Chun. Forms also made for number of visits and
volunteer hours.
Figure 1.0.6: “Google sheets” CO2 calculations
Source: Google sheet created by James Chun
Figure 1.0.7: Team calculation sample
Source: Google sheet created by James Chun
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Figure 1.0.8: Leaderboard and experience point calculations
Source: Google sheet created by James Chun. Formulas embedded in original document
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SCOPE
Scope Definition
The Gamified Composting plan will include the following:
 Survey results regarding interest in a game in relation to composting
 Filtered design ideas from a campus charrette on the topic of building
engagement with composting behaviors
 A prototype for a user interface using the free service “WiX’. The website
will explain the details of the game and include visuals that represent
sample data
 Methodology for calculations and technologies are explained
The strategy employs only the most necessary technology components to
limit costs. The website and calculations are done using the following free
services:
“Wix” - website
“Google sheets” - calculations
“Carbon Visualizer” widget – CO2 graphics
Desired Enhancements
 It is recommended that the open source game engine named “Makahiki”
from the University of Hawaii’s “Kukui Cup” be used for a more
comprehensive game on campus sustainability. The software is free but
consultants from the “Kukui cup” may be helpful for successful
implementation. A dedicated programmer may also be required to
customize the game engine to reflect the needs of the campus.
 A customized website allowing for real-time feedback would be optimal but
would involve web hosting fees and substantial costs would be incurred for
hiring someone to program the site.
Items Beyond Scope
The project does not include the following:
* Large scale composting on campus
* Provisions for immediate real-time feedback systems
* Detailed notes on programming game
* Other resource measurements for water, energy, etc.
* Web design nuances and graphic design
* Immersive narrative structures
* Scientific breakdown of composting and strategies
* Mobile technology details and app development
136
Projected Budget
The preliminary budget will be based on a simplified pilot of a composting game
during a spring semester. It is expected that it will include startup, maintenance,
and removal costs.
There may be an opportunity to establish a deal with Saul H.S. where finished
compost from the campus food waste collections can be purchased at a
discounted rate. It would benefit Saul H.S. since they will have guaranteed
business and the university will save on costly organic compost. The exact
Figures will have to be discussed in further detail.
is
In addition, some of the costs in this design may be defrayed by savings in solid
municipal waste disposal fees since food waste is one of the heaviest
components in the waste stream. Funds from the campus activities board may
help and a small portion of the “student activities fee” can be considered to
cover the costs of any incentives. As of right now, each student pays $4007 for
the fee which involves several components like laundry and security. The three
targeted dorm halls are hold about 387 students.8 Even if only .005% of this fee
used from all participants in the three suggested dorms, it will provide $774.
Projected Costs:
Item
Electronic Scale
5 pound buckets
Marketing (posters, inserts, etc.)
Pizza Party reward
Parkhurst meal design
Unit Cost
$20
$3
varies
$500
$10
Number
3
3
varies
1
1
Total
$60
$9
$200
$500
$10
Total: $779
Potential Funding:
.005% student activity fee
Reduced compost
$2
varies
387
varies
$774
TBD
Risk Assessment
The next section includes a beginning “risk assessment” to try and preemptively
identify risks and devise ways to minimize them for the project. During the
timeline of the project, risks will be observed and assessments will be recorded
by the end of each month. Changes can be made by the project manager.
7
The PhilaU website indicates that the student activities fee is $400 per student
The university states that the IP houses hold 72 four person dorms and 33 three person dorms totaling
room for 387 students.
8
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This assessment is only provided as a supplemental tool and other approaches
may be desired. Each campus has a different organizational process and this
document is meant to inform action. Meetings with the steering committee is
suggested to review any new or updated risks and opportunities.
Initial Project Risk Assessment
Risk
Risk Level
L/M/H
Likelihood of
Event
Mitigation Strategy
Project Size
Personnel Time
H: Over 150 hours. New
to project process
Certainty
Project Schedule extension
M: Over 6 months of time
needed. Required time
not solidified
M: Over 10 members will
make communication
challenging
Somewhat
likely
M: New approach to
composting has limited
data to predict outcomes
Somewhat
likely
Limited familiarity of
composting and game
elements within user pool
M: majority of student
body is not exposed to
composting on campus.
Likely
Insufficent baseline data
M: data will only record
one month of
information. Actual
baselines may vary
through the seasons
L: Scope defined earlier
and allows for some
variability to respond to
system shocks.
Likely
L: Planning document
crafted
Unlikely
Team Size hits upper limit
Over-budget
Likely
Project manager assigned,
consultants suggested, project
management outline and
communications flow intend to make
efficient use of time
Detailed project outline and reviews
in place to respond to changes.
Unexpected delays and barriers can
Clear communication strategies and
continual supervision of project will
seek to keep everyone apprised of
details.
Estimated budget leaves room for
miscellaneous expenses. Alpha and
Beta testing will help uncover
missing costs.
Project Definition
Scope Creep for project
Ambiguity in objectives
138
Unlikely
Marketing manager and education
director assigned to help fill in gaps.
User experience will be revised from
the results of focus groups and
testing.
Baseline data planned more than five
months ahead of time. Data from
previous waste audits can be used to
compare information.
Clearly defined scope made to reach
modest goals for the purpose of data
collection. Scope will continually be
reviewed and project manager will
take appropriate measures to keep
the timeline on track.
Included in project plan, subject to
updates if necessary
Risk
Risk Level
L/M/H
M: Partnerships and
vendors not yet set
Likelihood of
Event
Somewhat
likely
L: Prototype materials
intentionally kept to a
minimum
M: Schedule is based off
the assumption no
disruptions occur
Unlikely
L: Team aware of
objectives and ample
time set for Q&A
Unlikely
Unlikely
Lack of engagement and
commitment from leadership
L: Identified potential
linkages and student
groups are open to new
initiatives
L: Leaders are wellinformed and supportive
Lack of interest and
engagement from targeted
users
L: Initial signs of interest
in the use of game
dynamics and mechanics
Unlikely
Lack of unity among team
M: some disagreement
are expected in a team of
varied stakeholders
Likely
Project Team Availability
M: Conflicting schedules
and commitments may
cause delays
Somewhat
likely
Overburdened team
M: Project has not been
attempted before and
can cause anxiety
Somewhat
likely
Lack of willing partners and
donations from local
businesses
Impractical cost estimates
Unmanageable timelines
Team members lacking in
project knowledge
Somewhat
likely
Mitigation Strategy
Outreach efforts set to begin 4 ½
months ahead of the launch date.
One month of intensive outreach
scheduled.
Preliminary budget described and
changes can be made for unexpected
costs
The proposed schedule will be
reviewed by the project manager
and the steering committee. Some
schedules allow for a small cushion
to respond to unexpected changes.
Project Manager and consultant to
identify knowledge gaps and provide
training, as necessary
Project Leadership
Steering Committee
formation
Unlikely
Founding members are focused.
Recruitment to start over 6 months in
advance. Member feedback will be
encouraged throughout.
Maintain follow-ups with team
members to gauge optimisms as well
as concerns on the project.
Preliminary “design charrette” and
survey demonsrates an interest in the
idea. Additional scheduled survey
and focus groups will continually
gather updates on campus culture.
Project manager and strong
leadership to identify disunity.
Committee to form early and
establish goals together to ensure all
voices are heard and understood.
Project Staffing
139
Project will be monitored and speed
will be assessed. If availability
becomes an issue, virtual meetings
can be used as an option to allow
more flexibility. Timekeeper for
meetings can help concetrate
attention.
Roles clearly defined and
responsibilities delegated to share the
burden together.
Risk
Risk Level
L/M/H
M: Unbalanced
workloads and efforts can
cause concern
L: Users are part-time
team members
Likelihood of
Event
Somewhat
likely
Confusion on data collection
and website management
L: Committee and
stakeholders familiar with
web based resources
Unlikely
Procedures for amending
project vague
Undefined measures for
success
L: clearly-defined
Unlikely
L: Established target goals
early
Unlikely
Lack of experience with
vendors
H: New vendors are being
sought and relationships
not yet established
Certainty
Lack of project awareness
prior to launch
M: Difficult to maintain
attention especially with
conflicting events
Somewhat
likely
Lack of participation and
interest
L: Game design is
iterative and continually
responsive to user
demands
Unlikely
External events and internal
distractions
M: Students may be
preoccupied by exams or
other events that vie for
their attention in the area
Somewhat
likely
Encouragment of more food
waste
M: Students might end up
wasting more food to try
and win
Somewhat
likely
Uneven staff efforts
Weak User Participation on
Project Team
Unlikely
Mitigation Strategy
Meetings scheduled well in advance
to build rapport and enthusiasm.
Project manager to provide oversight
User Group Participants coordinated
by full time employee
Project Management
Tools are simplified and orientation
set for resident assistants to become
comfortable with the online
databases.
Process for adjusting the plan is
explained and will be followed.
Preliminary metrics set to determine
success of design and evaluation
times will seek to learn from
shortcomings
Implementation
140
Steering committee will decide on
venders and evaluate them
individually. Fundraising staff will
document process and set clear
arrangements
One month of marketing planned and
multiple methods will be used
including the PhilaU radio station,
banners, emails, splash page
promotions, social networking and
on-campus word of mouth.
Preliminary survey and charrette
inform the design. Additional survey
and two testing phases scheduled
with a representative focus group to
identify areas to be fine-tuned
Identify exam periods and known
events in the surrounding area that
might divert student’s attention.
Planning set in August to allow for
changes in the effective dates if
necessary
Education will be central to remind
students about the ultimate goal of
the game. RA’s will monitor excessive
food waste and rewards will be
designed so that their value is tied
into the context of the game and
carry limited outside value.
Risk
Risk Level
L/M/H
M: The suggested
incentives may not
interest the majority
Likelihood of
Event
Somewhat
likely
Overflow of food waste
L: Saul H.S. has adequate
facilities to facilitate
composting
Unlikely
Overcompetitiveness
M: Teams may get overly
heated and obsessed with
winning
Somewhat
likely
Cheating
M: Lack of strict security
measures and
accountability
Likely
Unappealing incentives
Mitigation Strategy
Continual student engagement and
fundraising will help inform the final
decision on rewards. Care must be
taken in the selection as to not
promote an overemphasis on extrinsic
motivation.
Saul H.S. is a key partner because they
have the space and experience to
compost large quantities of food
waste.
Resident assistants will monitor the
overall atmosphere generated by the
game and address bullying,
intimidation, and harassment.
The number of drop-off visits are
limited to once per hour to discourage
overinflation of points. RA’s are also
tasked with checking to ensure food
waste contents do not contain
unauthorized materials. Points of
contact limited to three RA’s to
reduce the risk of unfair practices.
Milestones
Strategic milestones are set for a suggested spring 2016 launch.
Milestone
Estimated Completion Date
Initial Meeting of a steering committee
Assign all project roles and identify goals
Obtain 1 month baseline data
Complete surveys and 10 interviews
Establish 100% of commitments/partnerships
Purchase all required supplies
Begin Alpha testing
Begin Beta testing
Finalize web interface and back end calculations
Print and distribute all marketing materials
Launch compost game
Reach critical mass of at least 50 registered users
September 21, 2015
October 1, 2015
November 16, 2015
November 16, 2015
December 17, 2015
December 17, 2015
January 25, 2016
February 28, 2016
March 13, 2016
February 29, 2016
April 1, 2016
April 15, 2016
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ASSUMPTIONS
Project Assumptions
The following assumptions were made in preparing the Project Plan:
 The plan may change as more updated information is gained about risks and
opportunities.
 Enrollment for the 2016-2017 year should be similar to 2015-2016 year.
 An arrangement will be made with Saul H.S. for them to pick up or have
PhilaU drop off food waste. It is assumed they will accept the materials.
 Project team will supervise process and respond to concerns
 Student activity fees will remain comparable to previous years
 Each project team member will accomplish tasks in a timely manner.
 The techniques used for composting will be carried out by W.B. Saul High
school.
 Chosen resident assistants will encourage residents to participate.
 A significant portion of students outside of sustainability related majors are
not highly engaged with sustainable activities on campus providing the
rationale for the game
 The resident assistants are expected to honestly input data about each
student’s amount of food waste being dropped off.
 Holidays and vacations will yield little to no progress on the project plan.
 Students will be comfortable using internet technologies
 Stakeholders will utilize the guidelines in this project proposal
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CONSTRAINTS
Project Constraints
The following represent known project constraints:
 Project funding sources are assumed to be extremely limited
 Free versions of “WiX” page and calculations done through Google all require
manual inputs. They do not allow for real-time data which is optimal for a
gamified design.
 Feedback is limited in the pilot to dorm progress since individualized data
would be arduous to send individualized data to every user manually. A fully
functioning online dashboard would address this concern but would require
a higher cost.
 Selected play pool is limited due to uncertain financial commitments and
game potential. A more comprehensive game would attempt to involve all
students on campus both undergraduate, graduate, adjunct faculty, and fulltime faculty. The total available player pool is 4,068 and if only 15% were
active, it would still include 610 participants.
 Security to minimize cheating is very limited in the prototype. It is reliant on
the trustworthiness of a smaller group of resident assistants that would be
accountable to each other and the committee. Larger scale designs involving
more students and staff will require either a dedicated person to assess food
waste drop offs or a security system to monitor student actions. The best
option would be to have a dedicated CCTV set for each dorm’s set food
waste container. An automatic weight sensor can be installed in each
container and transmit the data to the game console for players. However,
this will be more expensive due to the cameras, sensors, and web hosting
costs.
Related Projects
The closest campus initiative was a previous attempt at gamification and energy
usage on campus. The results were positive but certain issues arose with
attempts at cheating, falsifying information and dishonest reporting of results.
The best example of a successful gamified approach to energy reductions on a
college campus is with the “Kukui Cup” held at the University of Hawaii’s Manoa
campus. They utilize an open-source game engine which displays data to
students almost in real-time. They have chosen to take on a much more robust
approach with a large budget. The game was done over 3 weeks with over 400
students in the dorm halls. The competition revolved around using less energy
and incorporated incentives for the top performers, rewards for the best
143
performing dorm floor, and an online raffle ticket game. The raffle application is
the most unique in that it allows a chance for every player to win something.
Users obtain one raffle ticket for every 25 points they accrue. It has a variety of
rewards that players can allocate their raffle tickets on. They can change their
decisions dynamically until the rounds are done.
Another component of the game includes a “smart grid” game where players
earn points through education activities, participation of numerous workshops
and events, attendance during special weekend “excursions”, and verified
commitments of sustainable behaviors. The addition of some form of this
“smart grid” game, interspersed events, workshops, outings, and the “raffle
game” are all next steps for this project design should the results of the
prototype prove to be positive.
Critical Project Barriers
Critical project barriers are undefeatable problems that damage the initiative of
the project. The following situations can be considered critical barriers that
would inhibit the progression of the project at hand:
 Dissolution of the university and loss of student enrollment
 Acts of terrorism, epidemics, and extreme weather related catastrophes
The occurrence of these events will render the project plan null and void.
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PROJECT MANAGEMENT APPROACH
Project Roles and Responsibilities
Project Roles and Responsibilities
Role
Project
Sponsor
Responsibilities
Participant(s)



Final decision maker
Overall guidance
Evaluation of key project elements
Names TBD, Honeywell is a strong
candidate



Establish project objectives and design
Pledge commitments of time
Assess potential vendors and decide on
partners. Authorizes project budget and
funding sources.
Settles conflicts and project issues
Administers project manager
Determines success and evaluates metrics
Point of contact to the designated Steering
Committee.
Ensures adherence to project plan
Manages consultants and vendors
Guides project process
Address and resolve problems internal to
team and with outside stakeholders
Supervises and handles budget
Implements decisions by Steering
Committee
Keeps team members focused on achieving
primary objectives
Highlight barriers to engagement and input
for iterative designs
Determine campus demands and nuanced
insights into campus context
Influence and encourage social circles to
participate
Join in formation of objectives
Review main project outputs
Give feedback and suggestions for
improvement
Verify quality of design and ensure goals
are satisfied
Relay feedback on game status to the
steering committee
Collect and weigh food waste brought to
their room from players
Names TBD
(if applicable)
Steering
Committee
Project
Manager











User Reps







Resident
Assistants


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Names TBD
Names TBD
Names TBD, Three resident
assistants will be selected from
the IP houses.
Role
Responsibilities





Marketing and
Education





Fundraising




Website
Technology


Graphic
Designer

Videographer



Game design



Encourage engagement from each
respective dorm hall
Input data on food waste, drop off visits,
and volunteer hours
Coordinate with intern weekly to deliver
food waste
Verify that submitted food waste is
appropriate and indicate if there are signs
of dishonest tactics
Address and resolve conflicts between
players. Communicate concerns with the
steering committee
Develop “Facebook” and “twitter
campaigns to promote event
Order all marketing materials and begin
marketing one month in advance
Manage social networking discussion board
and team pages
Implement promotions through the PhilaU
radio station
Generate excitement and awareness of
program through targeted outreach
Reach out to vendors weekly to ask for
partnerships and donations
Identify conflicts between vendors
Establish reliable sources of funding
Connect with W.B. Saul High school to
facilitate food waste pickups with Physical
Plant
Update team totals daily
Collect food waste buckets from RA’s
weekly to deliver to W.B. Saul High School.
Design aesthetic components of all
marketing materials
Improve on user interface of website
Document entire event and create
promotional videos.
Capture photos, videos, and encourage
viral marketing among players
Continually improve engagement strategies
of the game
Maintain proactive responses to student
demands and concerns through periodic
evaluations
Coordinate iterative designs with
consultants
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Participant(s)
TBD
TBD
Intern
TBD
TBD
TBD
Role
Consultants/
Advisors
Responsibilities

Provides design advice and direction. Also,
they can assist with addressing issues
Participant(s)
Names TBD, suggestions include
Professor Kevin Werbach and
“Kukui Cup” organizers
Issue Management
Change is expected during the course of the project and will likely impact
multiple factors for success including time, resources, or quality. Therefore, the
method of altering the original plan containing items such as the project scope
or resources can be directed with this process:
Step 1:
Project manager will document any issues, disruptions, or change
requests to the scope, cost, or time resources immediately.
Step 2:
Changes will be reviewed by the project manager and assess the
impact of the issue to the project. The issue will be sent to the
steering committee with recommendations to have them decide
on a plan of action.
Step 3:
Once the issue is received, the steering committee will meet and
reach a consensus on the submitted issue. They will rule to
approve, deny, or revise the request based on the project
manager’s input, the details provided, and their own judgment. If
for whatever reason it is not possible to come to a consensus, the
issue will be sent to the project sponsor for a final decision.
Step 4:
In the case that a consensus is not reached or if the decision
process requires it, a project sponsor if applicable will review the
issue at hand. They will then decide whether to approve or deny
the requested changes.
Step 5:
Once a decision is obtained, the project manager will inform the
individual that made the request about the results of the process.
There will not be an opportunity to review the decision due to the
time constraints of the project
Communications Plan
Broadcasting relevant information about the project is important for a high
performance. The members of the project will want to be aware of the status
and impacts of the project. Ample time needs to be given to teach the
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participants about the project’s progress and benefits. These steps will
contribute to a more engaged group of stakeholders.
Included here is an outline to notify, engage, and gather support from the
stakeholders in the lifetime of the project.
Audience This communication plan is for the following audiences:







Project Sponsor if available
Steering Committee members
Designated Project Manager
Participants including students and faculty
Potential consultants
Key partners and vendors
University administration
Systems of Communications The communication strategy will focus on three distinct
trajectories to enable successful interchanges.
Top-Down – The leaders of the project must foster a deep sense of support and trust.
They must also demonstrate a high level of involvement in the project as they oversee
its direction. A clear vision must be set out with confidence and tangible metrics should
be used to assess the completion of goals. They are tasked with maintaining excitement
and passion for the project while recognizing the efforts of the team. Leaders will
communicate clearly and listen intently to the team’s comments. Unity and morale are
important pillars that are required for long-term success.
Bottom-Up – The direction of the project is derived from the input of all affected
stakeholders not just the leadership. The end users of the game design are consulted
continually throughout the process and the project adapts based on updates from user
research. Focus groups, community design “charrettes”, surveys, and in-person
interviews encourage a deep level of participation by all invested groups. This approach
will bolster a sense of ownership and acceptance of the project. It also holds the
promise of strengthening the resolve to follow through on user commitments.
Middle-Out – This strategy involves complete support on all levels of the project when
responding to changes. Resilient adaptations to design changes is crucial to success.
Clearly highlighting the benefits of the changes can cultivate an alignment of values.
Project management has to be valued for the team to commit to the process.
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Communications Outreach Project communication will include these elements.
Monthly Progress Report – Written reports will be developed by the project manager
and given to the Steering Committee once a month. It will evaluate information from
the project plan with the following monthly data:
- Review of completed tasks from the previous month
- Overview of tasks on schedule to be completed this month
- Updates on pending issues and solutions
Monthly Steering Committee Meeting – The project manager will organize a meeting
with the Steering committee at least once a month to review project goals. Responsible
members for assigned roles will provide updates on their goals in relation to the project
timeline and concerns will be addressed. Agendas will be sent to the committee
members prior to the meeting by the project manager.
Focus group and consultant reports – The project manager can gather updates about
user experience and design suggestions from consultants on a monthly basis or as they
arise.
Suggestions for the future
This section will describe suggested additions to expand the original prototype design if
the project is pursued further. It will involve a larger target market, budget, and more
time required to plan effectively.
A larger scope would encompass several areas of sustainability and follow a model
similar to the “Kukui Cup Challenge” mentioned previously. Multiple events, workshops,
and trips would be planned in advance as part of the game. One individual would be in
charge of organizing each event held. The goal would be to have most of these
workshops and events overlap with existing activities that are already in place to
mitigate unnecessary costs.
A large scale project would target the entire student body including the eight oncampus dorm halls. According to data collected in past years, PhilaU has about 4,068
combined students and faculty.9 If there is enough interest and resources, the
competition could expand to other local universities in the area and become part of
some of the larger challenges held around the country like the “RecycleMania”
competition.
9
Data retrieved from
http://www.collegedata.com/cs/data/college/college_pg01_tmpl.jhtml?schoolId=79
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It is suggested that several aspects from the University of Hawaii’s “Kukui Cup” be used.
The organizers can be hired as part-time consultants to design the process along with a
steering committee. The open-source “Makahiki” game engine would have to be
adapted to fit the purposes of the competition.
To supplement the design, two other elements can be considered.
Smart Grid game – events, outings, workshops, and educational content can represent a
certain number of points for users. These can be used to redeem “raffle tickets” which
earn incentives.
Raffle game – this form of incentives is an ideal approach since it allows people to select
which reward to try and obtain. They can allocate their tickets dynamically to increase
their chances of winning and it is designed to have something for everyone.
This expanded project is not within the scope but the following is an initial list of ideas
to use for the various workshops, events, and outings that need to be designed for.
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Theme name ideas: Ram Reloaded, Operation Regeneration
Workshop Ideas
Aquaponics
Sustainable movie nights
Permaculture
Guest Lecturers
Charrette
Rain Barrel workshop
Incentives
Design/make items with campus resources
T-shirt designs
Pallet garden
Wine bottle candle holders
Fabric flags
Pallet wine racks
Artwork done by graphic designer
Promotional banners designed by graphic
designer
Aquaponics unit
Memorabilia signed by Coach Herb Magee
Ability to take an exam over again from any
class (limit 1)
5 bonus points on exam or assignment (limit 1)
1 week top tier parking privileges
Gift certificates
Certificates from LivingSocial, Groupon,
AmazonLocal,
Commemorative tote bags from “MoM’s
Organic Market”, water bottles, tumblers
Movie tickets
Kayaking lessons at the Manayunk brewery
Rock climbing passes at Philadelphia Rock Gym
East Falls
PhilaU Rams basketball tickets
1 week bus pass
Events and outings
Green building tour of Philadelphia
Wissahickon park clean-up and hike
Saul High School farm volunteering and
composting tour
DEC green roof tour
Resource Exchange visit
Revolution Recovery/RAIR visit
Sustainability film fest (combined
documentaries and short student films)
5k Ram run
DesignX fashion show
PhilaU Sustainability Forum
Temple University Sustainability Fair
Drexel Sustainability Fair
UPENN Sustainability Fair
Augmented reality scavenger hunt puzzle
Earthship Philadelphia visit
Schuylkill river trail biking to Center City
Omega Center in NY visit
Philly Urban Creators visit
Design own team uniforms (hats, shirts,
sweaters, etc.)
Vendors
Slices Pizza
Insomnia Cookies
Whirled Peace
Couch Tomato Café
White Dog Café
Philly Pretzel Factory
Dalessandros
Chestnut Hill Coffee Company
Weaver’s Way Coop
Trader Joe’s
Mom’s Organic Market
MilkCrate Philly
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APPROVALS
Sign-off Sheet
I have read the above Project Prototype Plan and accept its terms and conditions.
I offer my full commitment and support for the designated Project Plan.
Project Sponsor:
Date
Project Manager:
Date
Steering Committee:
Date
Steering Committee:
Date
Steering Committee:
Date
Steering Committee:
Date
Steering Committee:
Date
Steering Committee:
Date
Steering Committee:
Date
Steering Committee:
Date
Steering Committee:
Date
Steering Committee:
Date
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