This graduation project was done under guidance of Dr. Gayatri Menon and sponsored by National Institute of Design - Ford Foundation Grant.
This project was done remotely in Global Pandemic and was completed in 7 months, from May 2021 to December 2021.
This project was displayed at the International Webinar on Toys and Games to Play, Make and Learn which was organised by the National Council of Educational Research and Training (NCERT), New Delhi under the aegis of Ministry of Education, Government of India.
https://ncert.nic.in/iwtg.php
The project began with an intense systemic research by understanding concepts of sustainability, circular economy, Indian cultural and educational system, mapping the stakeholders and finally understanding and mapping the production and consumption factors.
Primary research followed, focusing on technological and cognitive aspects, yielding valuable quantitative and qualitative data. This data provided insights into contemporary consumption patterns. The research phase culminated in psychographic persona mapping and design directions.
Project's systemic research is documented under System and Service Design > Eco Kit - Understanding Consumption.
Game Research
Extensive research focused on exploring game formats for climate change and sustainability education. The study examined strategies for behavior change in young audiences, highlighting the prevalence of open-ended questions, activity kits, and strategy-based games in spreading sustainability awareness.
Games can take various forms, from multi-board setups to simple card games, serving purposes such as education, entertainment, and fostering connections. Categories include Role-Playing, Strategy-Based, Brainstorming, Reflective, and Fun Games, infused with values like collaboration and circularity. This project aims to provide alternative solutions within a semi-realistic framework, fostering a broader understanding of sustainability among students.
Design Ideation
To proceed further, different areas of intervention were identified. These included :
1. An Interactive consumer decision-making space like a futuristic products mall to raise awareness about product origin, promoting responsible, empathetic, and reflective consumption.
2. A set of activities that introduces them to information related to production and product materials.
3. Role-playing game to educate students about production stakeholders, emphasizing cooperation, collaboration, and environmental awareness, and discouraging materialistic behavior.
4. Platform to encourage creative DIY approaches for repurposing unused or broken products, fostering emotional durability and sustainability. Promotes traditional values and circularity.
5. Innovative product concept for mood moderation, discouraging unnecessary purchases by reminding individuals of forgotten activities and owned products. Encourages reuse and promotes mindful consumption.
Concepts
A set of ideas were shortlisted which were detailed and conceptualised for developing a prototype and conducting a workshop. These concepts are a compilation of different interventions which focuses on achieving the goals.
Concept 1
An exhibit / shop of wants, where individuals can visit and purchase products. At the end, they will be prompted with their carbon footprint and suggestions of alternatives to their actions.
Concept 2
A role play board game, where in groups of 2-3 students play a role of stakeholder in society. They will have tasks to perform to reach their end goal while maintaining a balance in their actions.
Concept 3
A framework that guides facilitators to conduct activities and provokes creative thinking in children. The activities are based on changing attitudes. In the end, there can be sessions / exhibitions put up by students to share their understanding and experiments.
PARTICIPATORY WORKSHOP
Participatory workshops with kids were conducted. These workshops helped in getting an idea if the concepts are aligned with the set goals. These workshops give an opportunity to develop the games along with the participants which help in improving the scope of impact and add the relatable content.
Workshop 1
The game began by allowing kids to play the role of adults for 15 minutes, making choices in a virtual shop. After completing their shopping, they calculated their total score.
It is based on making individuals ‘Recollect’ all their actions related to consumption. Where they get help to visualise the bigger picture while looking at the production, manufacturing and distribution physical touch points. They get an understanding of terms and concepts like local produce, product life cycle and types of products.
Workshop 2
In this workshop they played a role play strategy game, where they undertook a role among the 6 stakeholders, Farmer, Herdsman, Fisherman, Industrialist, Urban Dweller and Government. Here each stakeholder had to produce the elements given to them to earn credits and complete their goals.
To achieve their goals, they had to produce elements and donate elements as well as take elements from the donation box produced by other stakeholders. Along with this, there will be Climate Cards and World Crisis Cards that twists the game play.
This workshop concept is based on the ‘Relate’ part of emotion. Here, students will be able to relate to the stakeholders playing a role in the product resource making, sourcing, producing, distributing and utilising. Where they get to understand the holistic picture and learn and implement the concept of co-creation and collaboration. Climate change,global warming and environmental degradation is explained through the different aspects in the game. The connection is built over a period of time where they start making, using and donating elements.
Workshop 3
Workshop 3 works along the lines of making the kids work towards their creative mind, ‘Realise’ and come up with different contexts of the same product. Where they can get an understanding concept of repairability through the aspect of emotional durability. Where they make some new product from their own hands. At the end of this activity, the kids will display their outcomes, which will help everyone visualise products in different contexts.
FEEDBACK
Based on the insightful feedback from participants and keen observations during gameplay, we pinpointed the key recommendations to elevate the overall gaming experience. The suggestions revolve around refining the user experience and upgrading narration to resonate better with participants' age, social structures, and specific goals.
CARBON BOX
Rapid Prototyping
A game prototype was played to understand the flow and structure and construct the rules for this game. With the help of Rapid prototyping, the game play was played and errors and loopholes were removed.
Game Contents
Introducing Product Blocks and Product Cards specifically designed for the game. The blocks and cards represent the products players will be purchasing. Products are color-coded – blue signifies a better alternative to the red ones. Criteria for superiority are determined by considering the production journey and practices, visually depicted on the cards. This approach aims to raise awareness and facilitate differentiation among the products.
Branding
The game's emphasis on visual elements and carbon led to the fitting name, Carbon Box.
Regarding the font choice, Obvia's design intentionally distances itself from geometrically pure shapes, specifically squares. The font incorporates concave endings of stems, and meticulously crafted alternate characters, collectively contributing to a 'geohumanist' tone.
This immersive game instills responsibility in participants by allowing them to make purchasing decisions for their virtual households.
Acting as financially independent adults receiving a salary each turn, they navigate the process of buying and filling spaces with products.
The game not only exposes them to various product options but also educates on living a low carbon emission lifestyle. Its broader aim is to raise awareness about the enduring advantages of investing in renewable and sustainable choices, working to eliminate any stigma associated with the term "sustainability."
TRADEONOMY
Rapid Prototype
The first draft was based on the Occupational stakeholders role playing, post the feedback the prototype was tested with a new game content narration of Business - Production layer keeping the game strategy same.
Game Contents
Crafted for the business-production strategy game, these elements include Player Cards defining roles, guiding players in procuring and converting Element Cards into Service Cards. Players can choose between conventional resources (colored green) or non-conventional resources (colored orange). Additionally, custom-designed icons represent various stakeholders in the industry.
Branding
The game is named Tradeonomy because its narrative revolves around the intricate processes of production, emphasizing the pivotal role of economy in the journey undertaken by industrialists in the game.
Crafted in the early 1960s, this font exudes a lively character, marked by playful and bouncy curves that evoke a sense of joy. Its final selection was driven by the perfect balance it strikes between playfulness and seriousness, with a sturdy and bold type adding a touch of gravitas.
In this game, participants step into the shoes of industrialists, navigating decisions that shape their consumption sources.
The goal is to build an industry and accrue maximum respect cards. Through this immersive experience, players gain insights into the intricacies of product manufacturing, fostering an awareness of the production process, sustainable alternatives, and instilling a sense of responsibility in their choices, ensuring a positive impact on their future lives.
ECO KIT
