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Item Gamification for air quality education: A systematic literature review(Elsevier B.V., 2025-01-09) Daemei AB; Lovreglio R; Feng Z; Paes D; Miller CAir quality is crucial to our health and well-being, as poor air quality can lead to serious health problems such as asthma, allergies, and other respiratory conditions. Educating people about air quality is key to improving awareness and taking action to reduce its negative effects. Gamification offers a creative and engaging way to deliver educational content by incorporating game elements into the learning experience. However, despite its potential, there has been no review of how gamification has been used for air quality education. Thus, this review aims to fill that gap by systematically examining how gamification is applied to air quality education in the built environment. We explored a range of games and applications used to educate the public on air quality. To guide our analysis, we used the Octalysis framework, which focuses on game elements that motivate and engage users. Following the PRISMA guidelines for systematic reviews, we identified 19 relevant papers published between 2009 and 2023. From these, we developed 8 research questions to guide the review process and analyzed the game elements using the Octalysis framework. Our findings show that most studies focus on residential buildings, with a key focus on raising awareness of the health impacts of air pollution and managing asthma. Notably, many of these studies target children, who are more vulnerable to air pollution. We also introduce the first taxonomy for gamification in air quality education, providing a clear structure for future game development in this area. Finally, the review highlights the need to explore other educational topics that could benefit from gamification, and how this approach could improve both indoor and urban air quality, as well as reduce energy consumption.Item Gamification in education for engaging tāne ākonga Māori in their learning spaces : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Māori Studies, Te Pūtahi-a-Toi Massey University, Manawatū, New Zealand(Massey University, 2024-04-04) Te Riaki, TamzynThis PhD research project sought to identify how the motivation and engagement of tāne ākonga Māori (Māori boy students) could be enhanced in English medium education settings in Aotearoa, New Zealand, through a Māori gamification model. The rationale for this focus is to provide tāne ākonga Māori with learning experiences in English medium education settings that better cater to their needs compared to what they are currently receiving. This is critical considering that Māori are a minority in Aotearoa and must conform to an education system not designed to cater to their needs. Furthermore, only 1.9% of kaiako (teachers) in Aotearoa are tāne Māori (Māori men). Consequently, tāne ākonga Māori would benefit from additional support to help meet their needs. This research project is, therefore, embraced by Kaupapa Māori research methodology and consists of two phases of data collection. Phase One involved Pakeke Kōrero, discussion groups with pakeke (older tāne Māori aged 17 and above) that provided pakeke with the opportunity to share their wisdom regarding how to best support the next generation of tāne ākonga Māori. The kōrero (discussions) from Phase One guided Phase Two, the Gamification Implementation, where action research was conducted in a English medium primary school. During Phase Two, feedback was gained from the kaiako and ākonga (student) participants. The data collected provided an intergenerational perspective from tāne Māori, which was then compiled and examined concerning how gamification in education could be tailored to the needs of tāne ākonga Māori. Two factors were identified as significant to the effectiveness of tailoring gamification in education to the needs of tāne ākonga Māori: their cultural needs and their needs as male learners. This project is the first Aotearoa-based doctoral research investigating gamification in English medium primary school education settings catering to the needs of tāne ākonga Māori. The findings from this PhD research prove that gamification in education is highly effective for enhancing the engagement and motivation of tāne ākonga Māori and their non-Māori and female peers. The findings are significant because they contribute to a gap in research and knowledge base in the emerging field of gamification in education.Item Growing together : encouraging emotional engagement with communal gardening : an exegesis presented in partial fulfilment of the requirements for the degree of Master of Design, Massey University, College of Creative Arts, Wellington, New Zealand(Massey University, 2018) Shi, SherryCommunity gardens are open spaces where food or flowers are cultivated, and are managed and operated by members of the local community. Their benefits range from producing food, building community, education and promoting health, to enhancing the resilience of individuals and environments. However, people who have been involved, and who recognise the value of those gardens believe engagement in community gardens is lower than desired. Moreover, there is an age gap of gardening experience: nowadays younger people have less experience growing their own food, while there are not opportunities for experienced older people to pass down their knowledge. Informed by the success of digital services in engaging users, I addressed and delved into my research question: How can the methods and approaches taken from interaction design practice prototype a digital service that encourages emotional engagement in communal gardening? During my research inquiry, I looked to interweave concepts from interaction design, emotional design and gamification; I went through a spiral design process combining deep engagement with potential users, and iterated my design to the final solution presented through an interactive prototype. The final prototype offers an experience through a series of interactions which communicate main scenarios in a user journey. These interactions also illustrate how design can shape a digital service as a “joy maker” and as a “mutual friend”, connecting the two roles in my proposed service: “gardening event host” and “garden bee”.Item DairyTale : gamification as a means to raise awareness of sustainability : Master of Design, College of Creative Arts, Massey University, Wellington, New Zealand(Massey University, 2014) Mukherjee, RahulA lack of sustainability is cause for major concern in developing societies. This study explores gamification as a means to raise awareness of sustainability within the context of India. The final outcome of this study is a role-playing card game called DairyTale. DairyTale is based on the identification of industrial agriculture as one of the major unsustainable practises behind environmental degradation and organic agriculture as a sustainable alternative. The game uses organic dairy agriculture as a case study towards communicating sustainable values through gamification of sustainable practises. Epochal analysis as understood from Raymond Williams’ theory of cultural formation helps towards understanding the socio-political and economic contexts associated with dairy within Indian culture. A human-centered design research approach enabled an iterative design process. Utilizing non-linear play-based methods informed by play theory and cultural contexts, a broad range of ideas were explored to understand what play experiences could communicate sustainable values. Through design-led research, the study arrives at the design research outcome of DairyTale. DairyTale gamifies organic dairy practise to represent sustainability in its form, and attempts to communicate sustainable values through its function of play. This document focuses on the design and development of DairyTale.