Gamification in Plant Education for Children
DOI:
https://doi.org/10.61841/qpqyn802Keywords:
Child Psychology, Gamification, Human Computer Interaction, Plants, User Interface, User Experience, User TypesAbstract
Gen Z are true digital natives and as opposed to millennials and prior, they have grown up with ready access to phone screens in a constantly ‘plugged in’ concrete jungle environment. This has led to a crippled relationship with plants and gardening activities, which were rampant in generations prior to them (millennials, boomers). Since this age group is often non confident of keeping their plant alive, they often lose interest in the process of gardening, which requires patience. Our goal was to address this issue using gamification as a positive persuasive design method. Our research paves a way to use Gamification User Types Hexad Scale (GUTHS) in designing for societal change that begins at the grassroots. Many other sensors and monitoring systems for plants exist in the industry, but they are used for crops and farmlands. They are not designed with the purpose to persuade and motivate, which are imperative when our end users are young adults who have little to no connection with nature. Our research is unique as it regards gamification as a useful tool to use to curb the early steps of climate change, in a generation that has high motivation and purpose but low ability and trigger to do so. By using Gamification User Types Hexad Scale to personalize game mechanics, we attempt to design technology that can build a connection between plants and young adults. Our research finds that the ‘Philanthropist’, ‘Free Spirit’ and ‘Achiever’ user types are the dominant user types in children in the planting context.
Downloads
References
[1] Passy, R., Morris, M., Reed, F., Royal Horticultural Society (Great Britain), & National Foundation for Educational Research in England and Wales. (2010). Impact of School Gardening on Learning: Final Report Submitted to the Royal Horticultural Society.
[2] Introduction and Importance of Medicinal Plants and Herbs | National Health Portal of India. (n.d.). Retrieved March 30, 2020, from http://nhp.gov.in/introduction-and-importance-of-medicinal-plants-and-herbs_mtl
[3] Orwell, R. L., Wood, R. L., Tarran, J., Torpy, F., & Burchett, M. D. (2004). Removal of Benzene by the Indoor Plant/Substrate Microcosm and Implications for Air Quality. In Water, Air, & Soil Pollution (Vol. 157, Issues 1-4, pp. 193–207). https://doi.org/10.1023/b:wate.0000038896.55713.5b
[4] Dijkstra, K., Pieterse, M. E., & Pruyn, A. (2008). Stress-reducing effects of indoor plants in the built healthcare environment: the mediating role of perceived attractiveness. Preventive Medicine, 47(3), 279–283.
[5] Ulrich, R. S. (1984). View through a window may influence recovery from surgery. Science, 224(4647), 420–421.
[6] Lohr, V. I., & Pearson-Mims, C. H. (2005). Children’s Active and Passive Interactions with Plants Influence Their Attitudes and Actions toward Trees and Gardening as Adults. In HortTechnology (Vol. 15, Issue 3, pp. 472–476). https://doi.org/10.21273/horttech.15.3.0472
[7] Tennessen, C. M., & Cimprich, B. (1995). Views to nature: Effects on attention. In Journal of Environmental Psychology (Vol. 15, Issue 1, pp. 77–85). https://doi.org/10.1016/0272-
4944(95)90016-0
[8] Han, K.-T. (2009). Influence of Limitedly Visible Leafy Indoor Plants on the Psychology, Behavior, and Health of Students at a Junior High School in Taiwan. In Environment and Behavior (Vol. 41,
Issue 5, pp. 658–692). https://doi.org/10.1177/0013916508314476
[9] Smith, A., Tucker, M., & Pitt, M. (2011). Healthy, productive workplaces: towards a case for interior plantscaping. In Facilities (Vol. 29, Issue 5/6, pp. 209–223). https://doi.org/10.1108/02632771111120529
[10] Han, Ke-Tsung & Hung, C.-Y. (2011). Influences of plants and their visibility, distance, and surrogate in a classroom on students' psycho-physiology. Journal of Architecture and Planning. 12. 1-22.
[11] Ferguson, Kim & Cassells, Rochelle & Macallister, Jack & Evans, Gary. (2013). The physical environment and child development: An international review. International journal of psychology : Journal international de psychologie. 48. 10.1080/00207594.2013.804190.
[12] World Health Organization. (2017). Don’t pollute my future! The impact of the environment on children’s health. World Health Organization. https://apps.who.int/iris/handle/10665/254678
[13] Shoemaker, C. A. (1990). PLANTS AND HUMAN CULTURE. In HortScience (Vol. 25, Issue 9, p. 1174G – 1174). https://doi.org/10.21273/hortsci.25.9.1174
[14] Lohr, V. I., & Pearson-Mims, C. H. (2005). Children’s Active and Passive Interactions with Plants Influence Their Attitudes and Actions toward Trees and Gardening as Adults. In HortTechnology (Vol. 15, Issue 3, pp. 472–476). https://doi.org/10.21273/horttech.15.3.0472
[15] Why do millennials love houseplants? (2020, January 22). https://www.floraldaily.com/article/9182512/why-do-millennials-love-houseplants/
[16] Bond, C. (2019, September 18). Why Millennials Are Suddenly So Obsessed With Houseplants. HuffPost; HuffPost. https://www.huffpost.com/entry/millennials-obsessed-houseplants-instagram_l_5d7a976de4b01c1970c433b9
[17] Growing Plants and Relationships - Greenhouse Product News. (n.d.). Greenhouse Product News.
Retrieved March 30, 2020, from https://gpnmag.com/article/growing-plants-and-relationships/
[18] Diaz, A.-C. (2009, October 7). Behind the Work: Volkswagen’s “The Fun Theory.”
https://adage.com/article/behind-the-work/work-volkswagen-s-fun-theory/139512
[19] Bates, B. C. (n.d.). Scaling new heights: Piano stairway encourages commuters to ditch the escalators. Mail Online; Daily Mail. Retrieved March 30, 2020, from https://www.dailymail.co.uk/sciencetech/article-1218944/Scaling-new-heights-Piano-stairway-encourages-commuters-ditch-escalators.html
[20] Website. (n.d.-a). Retrieved March 30, 2020, from http://www.nytimes.com/2010/11/21/technol-ogy/21brain.html?pagewanted=all&_r=2&
[21] Website. (n.d.-b). Retrieved March 30, 2020, from http://www.dummies.com/how-to/content/evalu-ating-the- Effectiveness-of-an-employeetrainin.html
[22] Website. (n.d.-c). Retrieved March 30, 2020, from http://trainingstation.walkme.com/how-to-meas-ure-employee-training-effectiveness/
[23] Marczewski, A. C. (2015). Even Ninja Monkeys Like to Play: Gamification, Game Thinking and Motivational Design. Createspace Independent Publishing Platform.
[24] Cho, Eunseong & Kim, Seonghoon. (2015). Cronbach's Coefficient Alpha: Well Known but Poorly Understood. Organizational Research Methods. 18. 207-230. 10.1177/1094428114555994.
[25] Tondello, G. F., Wehbe, R. R., Diamond, L., Busch, M., Marczewski, A., & Nacke, L. E. (2016). The Gamification User Types Hexad Scale. In Proceedings of the 2016 Annual Symposium on Computer-
Human Interaction in Play - CHI PLAY ’16. https://doi.org/10.1145/2967934.2968082
[26] Akgün, Ö. E., & Topal, M. (2018). The Turkish Adaptation Study of the Gamification User Types Hexad Scale. In International Journal of Assessment Tools in Education (Vol. 5, Issue 3, pp. 389–402). https://doi.org/10.21449/ijate.379139
[27] Orji, R., Tondello, G. F., & Nacke, L. E. (2018). Personalizing Persuasive Strategies in Gameful Systems to Gamification User Types. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems - CHI ’18. https://doi.org/10.1145/3173574.3174009
[28] Orji, R., Mandryk, R. L., & Vassileva, J. (2017). Improving the Efficacy of Games for Change Using Personalization Models. In ACM Transactions on Computer-Human Interaction (Vol. 24, Issue 5, pp. 1–22). https://doi.org/10.1145/3119929
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
