A Two-Stage co-Design Process of Battleship-AST Persuasive Game for Active School Transportation in Northern Sweden

Figures & data

Figure 1. Features from the current state of the game.

Figure 2. Improvements made after co-design process.

Figure 3. System architecture for Battleship-AST after gamification improvements.

Figure 4. The finished game view of the second game in the first play session.

Figure 5. The leaderboard statistics of the second game in playsession 1.

Figure 6. Perspective of a participant playing the paper version of Battleships, the lower board is the participant’s board and the upper is their opponent’s board.

Figure 7. Perspective of a participant playing the paper version of Battleships, the upper board is the participant’s board and the lower is their opponent’s board.

Figure 8. Crazy 8s sketch made by on of the participants during the ideation workshop.

Figure 9. Crazy 8s sketch made by on of the participants during the ideation workshop.

Figure 10. A wordcloud of task categories from the crazy eights.

Figure 11. Solution sketch made by one of the participants during the ideation workshop.

Figure 12. Solution sketch made by one of the participants during the ideation workshop.

Table 1. Badge milestone requirements, where X is the numerical value in each tier.

Milestone / Tier	T1	T2	T3	T4	T5
Reach X Level.	2	4	6	8	10
Hit X ship(s).	1	3	5	10	18
Hit X ship(s) in a row	1	3	5	7	10
Take X tiles	4	8	16	32	64

Table 2. Playtesting responses.

User experience responses		Mean (μ)	Standard Deviation (σ)
1	It was easy to understand how the game worked	3.05	1.00
2	It was easy to understand my team’s progress in the game	2.81	0.93
3	I’m satisfied with the game as a whole	3.00	0.92
4	I would want to play the game again	2.88	0.92
5	I got immediate feedback on my actions	2.84	0.87
6	It felt good to complete tasks in the game	3.17	0.90
7	I was deeply concentrated in the game	3.05	0.89
8	I forgot about time passing while playing the game	2.67	0.87
9	The game promotes cooperation and/or competition among the players	3.08	0.86
10	I was able to interact with others during the game	3.10	0.93
11	I had fun with other people	3.22	0.97
Motivation responses. I wanted to play the game because…		μ	σ
12	…we got to compete	3.29	0.99
13	…of cooperation with others	3.12	0.94
14	…of the tasks in the game	2.79	0.83
15	…I liked to discuss tactics with the team	2.70	0.79
16	…of notifications in the game(for example sounds)	3.20	1.02
17	…it’s good for the body to move around	3.69	1.06
18	…it was a part of the event	3.22	0.97
Audiovisual adequacy responses		μ	σ
19	I enjoyed the sound effects in the game	3.62	1.06
20	I felt the game’s sound effects enhanced my experience	3.62	1.06
21	I think the game was visually appealing	3.21	0.89
22	I think the game’s appearance fit the mood of the game	3.33	0.98
AST perception and physical activity		μ	σ
23	I found the game increased my knowledge about AST	2.84	0.93
24	It helps me to be physically active	3.12	0.94
25	I am happy to perform physical activities in the game	3.24	0.96

Table 3. Final evaluation of the persuasive game results.

Motivation Statements		Mean (μ)	SD (σ)
26	The game design is attractive	3.59	0.73
27	There was something interesting at the beginning of the game that captured my attention	3.23	0.66
28	The variation of activities helped me to keep attention to the game	3.09	1.13
29	The game content is relevant to my interests	3.00	0.90
30	The way the game works suits my way of exercising	3.09	1.23
31	The game content is connected to other knowledge I already had	3.45	0.45
32	Playing the game, I felt confident that I was exercising	3.86	1.27
33	It was a part of the event	3.77	1.14
Interface Statements		μ	σ
34	I felt the game’s sound effects enhanced my experience	2.81	0.63
35	I think the game was visually appealing	3.73	0.63
36	The controls to perform actions in the game responded well	3.27	1.16
37	It’s easy to learn how to use the interface and game controls	4.05	1.19
Game Experience Statements		μ	σ
38	I have been fully concentrated on the game. Temporarily I forgot about my day.	2.72	1.54
39	I enjoyed the competition among the players	4.00	1.14
40	This game is appropriately challenging for me, the tasks are not too easy nor too difficult	3.09	1.23
41	I had fun playing the game	3.50	1.12
42	When interrupted at the end of the session, I was disappointed that the game was over	2.50	0.73
43	I would recommend this game to my classmates	3.09	1.51
44	I would like to play this game again	3.18	1.20
Gamification features Statements		μ	σ
45	I enjoyed getting badges	3.77	0.85
46	I was actively trying to get badges	3.81	0.92
47	I enjoyed climbing up on leaderboard	4.32	0.51
48	I was actively trying to climb up on the leaderboard	3.95	0.90
49	I enjoyed leveling up	4.00	0.76
50	I was actively trying to level up	3.86	0.79
51	I enjoyed playing in a team	4.04	0.71
AST Motivation Statements		μ	σ
52	The game was efficient in teaching me about active school transport	3.32	0.99
53	The experience with the game motivated me to use active school transport	3.14	0.98
54	I was happy to perform physical activities in the game	3.18	1.20
AST Opinions Statements		μ	σ
55	It is a good idea to use the battleship game for active school transport	3.59	0.92
56	I would like to use the battleship game for active school transport	3.00	0.86
57	It is desirable to use the battleship game for AST as it involves competition.	3.36	0.91
58	Using the battleship game for AST is desirable as it encourages collaboration.	3.68	0.80
AST Intention Statements		μ	σ
59	Overall, I expect to use active school transport to school	3.50	0.83
60	If I could, I would like to use the battleship game for active school transport	2.77	0.85