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Teaching sustainability to undergrad students, particularly those in design degrees, faces barriers when it comes to relate core concepts such as the triple bottom line (environment, economy and social issues) or the environmental impacts of technological development with the product's life cycle in their design process or even their daily lives. I...
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... Educators at the Autonomous University of the State of Mexico used board games in sustainable design courses (Uribe et al., 2014). Game-based learning proved to be an effective tool for deepening design students' understanding of certain sustainability topics through play, experimentation, interaction, and repetition (Uribe et al., 2017). In Thailand, game design is used as a curriculum intervention to support student-centered, problem-based learning pedagogy (Suppipat et al., 2021). ...
This chapter explores the intricate socio–politico–cultural factors affecting the learning of Thai design students and examines the potential of games and gamification in sustainability learning as an unconventional design pedagogical approach in Thai higher education. At the heart of this chapter is an extensive participatory action research case study from the Sustainable Design course of two universities in Bangkok. The project allows students to learn from game design to raise awareness of sustainability-related issues and use the games to enhance their sustainability learning through peer interactions. Games and gamification can assist Thai design students in obtaining skills essential to education for sustainable development while reducing power distance and uncertainty avoidance among members of the classroom. Research findings also reveal the complex relationships between game-based pedagogical practice and cultural characteristics, such as fun–pleasure orientation and interdependence orientation.
