Projects

The proposed project investigates the combination of gamification and the decision-making grid to encourage fuel-efficient, safe and environmentally friendly driving habits in 18-30 year old drivers. In 2018, the transportation sector generated the largest share of greenhouse gas emissions at 28.2 percent of total emissions. Furthermore, in Minnesota, over-represented in traffic crashes are young people and males. Studies have shown that the driving style of a driver can lead to potential fuel savings of approximately 35 percent. This work attempts to answer two research questions; (1) is gamification effective in encouraging eco-driving in young drivers? (2) Is tailored feedback more effective than non-tailored feedback? Game elements involve an EcoScore calculated on frequency and severity of aggressive driving habits and an Eco-Driver Grid to show their eco-driving performance relative to other drivers in the study. Game elements typically include avatars, points, badges and leaderboards. The EcoScore will reflect the points and leaderboard elements. The Eco-Driver Grid will reflect the badges and leaderboard elements. An improvement in driving is observed if the number of aggressive driving habits is reduced and will be reflected by an increase in the EcoScore or if the driver appears in the “Green Driver” section of the Eco-Driver Grid.

This work investigates the impact of using gamification where “players” are encouraged to interact with marginalized groups to collect their stories and experiences. The goal is to provide a fun and enjoyable way of encouraging interaction and community building.

In the Science, Technology, Engineering and Mathematics (STEM) fields, the demographics of society is underrepresented in career and professional contexts. The factors that influence the choice, progression and participation of women, along with other marginalized groups, in STEM careers include individual, family, institutional and social and cultural norms. A few researchers have attempted to use gamification to promote inclusivity (Zhang, Robb, Eyerman, & Goodman, 2017); (Garcia-Holgado, et al., 2019). Zhang, Robb, Eyerman, & Goodman, 2017 developed a virtual campus to help international students integrate in their new setting. They first gathered specific information about the needs of Chinese students in Ireland at University College Dublin through a questionnaire and an empathy-driven design approach. This information was used to design the virtual environment. Garcia-Holgado, et al., 2019 introduced gamification techniques to activate students’ motivation about diversity and inclusion within the technological area.