gamification in the context of healthy eating for college males

GAMIFICATION IN THE CONTEXT OF HEALTHY EATING FOR COLLEGE MALES

Sean D. GardnerSubmitted in partial fulfi llment for the

degree of master of graphic design

North Carolina State UniversityCollege of DesignDepartment Graphic Design

MAY 2014

Gamification In The Context of Healthy Eating For College Males ///

GAMIFICATION IN THE CONTEXT OF HEALTHY EATING FOR COLLEGE MALES

Sean D. GardnerSubmitted in partial fulfillment for the

degree of master of graphic design

North Carolina State UniversityCollege of DesignDepartment Graphic Design

MAY 2014

DENISE GONZALES CRISP — PROFESSOR

Committee Chair

DR. DEBORAH LITTLEJOHN — ASSISTANT PROFESSOR

Committee Member

SCOTT TOWNSEND — ASSOCIATE PROFESSOR

Committee Member

Gamification In The Context of Healthy Eating For College Males ///

“In every job that must be done, there is an element of fun. You find the fun, and - SNAP - the job’s a game!” MARY POPPINS

Walt Disney’s Mary Poppins, 1964

Table Of Contents

DIRECTION: 1

1.1 Abstract

1.2 Key terms

1.3 Research Questions

1.4 Thesis Direction

BACKGROUND: 2

2.1 Justification

2.1.1 College Eating Habits

2.1.2 Why Males as the Target Audience?

2.1.3 Technologies and Millennials

2.1.4 Gamification

2.1.5 Gamification and Millennials

2.1.6 Badge Systems

2.1.7 Summary

2.2 Assumptions and Limitations

2.2.1 The Scope

STRUCTURE: 3

3.1 Framework

3.1.1 Personal Conceptual Food Model

3.1.2 Summary Of The Food Model

3.1.3 Food Environments

METHODS: 4

4.1 Case Studies

4.2 Case Study Analysis

4.3 Research Methods

4.3.1 Observations

4.3.2 Semi-Structured Interviews

4.3.3 Card Sorting

4.3.4 User Personas + Journey Map

CONTEXT: 5

5.1 Moments of Potential Contact Map

5.2 Design Investigation

5.5.1 Introduction

5.2.2 Day In A Life

STUDIES: 6

6.1 Summaries of Investigation Interactions

6.1.1 Challenge Me

6.1.2 Face-Off

6.1.3 Face Timer

6.1.4 Face The Facts

6.1.5 Meet Up

6.1.6 Lights Out

6.1.7 Reflective Pool

6.2 Conclusion

6.3 Acknowledgments

APPENDIX: 7

7.1 Appendix

7.1.1 Bibliography

7.1.2 Interviews

7.1.3 Observations

{ 1 }

DIRECTION

{ 3 }

{ Gamification

The making of real life activities more game like.

{ Quantified-Self

Incorporates self tracking technology into visualized data.

{ Freshman 15

The tendency of many college freshmen and sophomores to gain weight during their initial years at college.

{ Pattern Recognition

A gaming mechanic that uses humans ability to organize information.

Abstract 1.1A common phrase heard by incoming first year college students warns of the

“Freshman 15.” This term refers to the weight, in pounds, gained during a college

student’s first year. The transition year from high school to college offers newly

independent students more eating decisions. Parents often send their children

care packages that tend to be filled with sugary treats and sometimes-unhealthy

options. Specific food behaviors lay the groundwork for long-term food habits.

New studies examine the importance of intervening in these eating behaviors

for different genders. New advances in technology offer great opportunities to

manage food behaviors through gamification combined with Quantified-Self,

providing players an intimate view into different parts of their daily life.

In this thesis I investigate the value of gamification as a means to motivate

college males to increase awareness about eating habits, with the hope that

introducing better eating habits in college will result in ongoing health-

conscious choices throughout their lives. Many new health interventions target

females rather than males. Male eating behaviors are as yet untapped areas of

concern. Gamification elements take learners through content. The primary

focus is to motivate learners to go through the content and to engage them in

the process of learning and rewards. A new movement such as “The Quantified-

Self,” engage players in a way that is introspective allowing for behavior changes.

Quantified-Self incorporates technology into visualized data on aspects of a

person’s daily life.

Gamification proponents are making real life activities more game like. Another

component of gamification is pattern recognition, a dynamic player interaction

that links personal awareness of the environment around individuals. This

investigation demonstrates how gamification is utilized to encourage healthy

and sustainable eating habits.

1.2 KeywordsCollege males, Freshmen 15, Gamification, Interface Design, Interactions, Quantified-Self, Personal Conceptual Food Model, Dynamic Information, Food Environment, Motivation,

{ 4 } Gamification In The Context of Healthy Eating For College Males /// Direction: 1

{ Gamification Mechanics

Rules or parts that explain how to play.

{ Dynamic Information

Information that changes over time or moves each time a user views.

{ Food Environments

Physical presence of food that affects a person’s die.

Research Questions 1.3Main Question

How can an interactive design using gamification mechanics encourage

healthy and sustainable daily decisions in college male’s food choices?

Sub-Questions

1) How can design of dynamic information in an interactive platform be used

with pattern recognition to help college males better understand their personal

food environments?

2) How can an interactive competitive design encourage motivation for positive

food behaviors in college males?

3) How can the design of a feedback loop link personal value systems and food

environments to form critical thinking of healthy eating habits?

{ 5 }

Thesis Direction 1.4 I quickly became aware of my food environment while attending Maryland

Institute College of Art. Baltimore is more commonly known as a food desert.

Not acquainted with the term, I soon found that the city lacked sufficient key

food offerings and delivery systems for its local citizens. A public billboard I

encountered there read: “Healthy food should not be a right.” This sentiment

moved me to think about the importance of food to the very existence of each

individual. Coupled with my acquired knowledge of food deserts and the social

responsibility of providing food to individuals I was compelled to pursue a thesis

about food.

{ 7 }

BACKGROUND

{ 8 } Gamification In The Context of Healthy Eating For College Males /// Background: 2

MALES FOOD BEHAVIOR PULLED FROM LITERATURE: TABLE 2.1

Males tend not think about their eating habits compared to females

Males tend to eat more fast-food than females

Do not eat the necessary vegetables/fruits than females

Tend to skip breakfast

Tend to eat more red meat

Do not like to give encouragement to other males

Do not care about if they gain weight

Eating disorder similar to females

Source: O’Dea, J., & Abraham, S. (2002). Eating and exercise disorders in young college men. Journal Of American

College Health, 50(6), 273-278, Hatmaker, G. (2005). “Boys With Eating Disorders”. The Journal of School Nursing}, 21 (6),

p. 329., Heatherton, T. F., & Baumeister, R. F. (1991). Binge eating as escape from self-awareness. Psychological Bulletin,

110(1), 86-108. doi:10.1037/0033-2909.110.1.86

Justification 2.12.1.1 College Eating HabitsPoor eating habits and food behaviors are important public issues that have

significant health and economic implications (Brunt, A.R. & Rhee, Y.S., 2008). The

obesity rate in the United States has more than doubled over the past 50 years.

Obesity is directly related to many health conditions such as diabetes, heart

disease and hypertension, which extend over the course of one’s life. Young

adults between the ages of 18-29 years are increasingly experiencing weight

gain and obesity (Lloyd-Richardson, E. E., Bailey, S., Fava, J. L., & Wing, R., 2009).

Food preferences and independent eating decisions are important events as

students transition to college. Evidence points to the so-called “Freshman 15,”

which is a well-known reference to the tendency of many college freshmen

and sophomores to gain weight during their initial years at college. Research

indicates that young adults who enter college experience the “Freshman 15.”

(Lloyd-Richardson, E.E., Bailey, S., Fava, S.J., Wing, R., 2009)

2.1.2 Why Males as the Target Audience?Research has found that male lifestyles and campus eating do not follow healthy

eating guidelines. For instance, males do not drink the recommended eight

servings of water per day. Males consume beverages containing caffeine and

alcohol which act as diuretics, ultimately decreasing hydration (Riesenhuber,

Boehm, Posch, & Aufricht, 2006). Males also drink significantly more alcohol

(Davy, Benes, & Driskell, 2006). Males buy more lunch on campus and spend

more money on campus, which may suggest that they have poor eating

behaviors (Davy et al., 2006; Driskell et al., 2006). College students are likely to eat

{ Diuretics Increase in the volume of urine excretion.

{ 9 }

“outside” meals consisting of food that is higher in calories and fat content, and

lower in dietary fiber (Li, K. et al. ,2012).

The transition from high school to college is an important factor that affects

future health and family lifestyle (Nelson, M.C. & Story, M., 2009). During this

time, students make food choice decisions, often the first time they are living

away from home, taking full responsibility for food intake. The population of

postsecondary institutions is approximately 17 million, meriting evaluation of

healthy food behaviors for this group.

College campuses have Dining Halls that offer students an unlimited amount

of food for each meal. Students receive care packages from home, which often

consist of unhealthy snacks. In addition, meal plans do not always encourage

portion control.

This problem area suggests an opportunity to educate males on the importance

of healthy food choices and to encourage healthy eating habits among males.

According to an article entitled “An Examination of Sex Differences in Relation to

the Eating Habits and Nutrient Intakes of University Students, (Li, K. et al., 2012)”

asserts student groups are likely to experience different kinds of food behavioral

challenges. In the study, male college students engaged in less healthy eating

habits than females. Males were more likely to eat fast food and did not read food

labels consistently, or do not eat breakfast, and do not prepare their own food

(Li, K. et al., 2012). Regarding nutrient consumption, studies reveal that males

consume more high-fat food. Males consumed less fruits and vegetables per

day than females. These nutrient components are identified as key outcomes

for healthy eating. Kin-Kit Le, PHD, researcher on the topic believes that specific

intervention strategies are necessary because the areas in need of improvement

in terms of eating habits and nutrient intake are different for males (Li, K. et al.,

2012). Advice to male students might stress the importance of eating breakfast

regularly, eating fewer fast-food meals, and paying greater attention to food

labels in order to achieve healthy eating habits in a college food environment.

In addition, few applications, food programs, and support groups exist to help

guide males toward better eating habits.

Identification of risk factors that influence college student food behaviors

increases college students understanding of the issue, thus allowing for

intervention and prevention of subsequent health issues. Specific food behaviors

during an individual’s earlier years lay the groundwork for positive long-


term lifestyle choices, while moving through the life course of the Personal

Conceptual Food Model.

The essay “Craving an Ice Cream Fix,” (Parker-Pope, Tara, 2012) indicates that

poor eating habits are related to types of food consumed, namely, processed

foods. Dr. Kelly D. Brownell, director of Yale’s Rudd Center for Food Policy

and Obesity, explains that the human body is biologically fitted to deal with

foods found in nature, not processed foods. The article also notes that these

“hyperpalatable” foods are created to tantalize taste buds by focusing on an

enticing and satisfying combination of salty, sweet, and fatty ingredients, along

with “mouth-feel.” Consequently, these foods lead to overeating, which in turn

leads to obesity.

2.1.3 Technologies and MillennialsDesign of computer technologies, especially online platforms, offers

opportunities to inform users about personal food choice information to drive

behavioral changes. Over the past decade, there has been a growing public

fascination with the phenomenon of connectedness (Easley & Kleinberg, 2010).

One of the ways in which society achieves connection is through social media.

During the past ten years, applications have emerged in social media that

enable the creation of new tools for user communication. Social networks, blog

comments, and forums, as examples, share the ability to facilitate social behavior

through dialogue and discussion, providing the opportunity to discover and

share new information (Solis, 2008). Therefore, social media is a vast landscape

of technology platforms, with many different uses that vary by application. In

addition social networking, video sharing, and blogging, the totality of digital

products and services enable social environments (Davis, Deil-Amen, Rios-

Aguilar & González Canché, 2012).

College males have an interest in social media and technology in general.

Males have also proven to have levels of interest in gamification. Gamification

inspires and motivates to achieve a desired end. As in its definition, gamification

is game thinking and game mechanics to engage players in problem solving

(Cunningham, C. & Zichermann, G., 2011). It is a contextualized fantasy that

builds intrinsic motivation (Boschert, S., 2012). Game developers and designers

define gamification by utilizing game mechanics, technology and development

{ Hyperpalatable Foods loaded with fat, sugar, and salt — stimulate the senses and provide a reward that leads many people to eat more to repeat the experience.

{ MillennialsThe population demographic where birth years range from the early 1980s to the early 2000s.

{ Intrinsic Motivation Motivation that is driven by self-interest or enjoyment.

{ Wearable Technology Clothing and accessories incorporating computer and advanced electronic technologies.

{ lameificationSatire on the over use of gamification or game mechanics.

{ 11 }

techniques from games in non-game spaces (Whitson, R. J.,

2013). Gamification used in daily activities promises to make real

life more like a game in terms of activities such as exercising and

promoting healthy habits.

Social media and mobile devices afford exploration in creating

new personal interactive health environments. It is my aim to

bring students into this digital space to assist in the formation of

healthy and sustainable food behaviors. This digital space will live

on a mobile device, wearable technology or any other digital tool.

Current and continued technology trends will allow for additional

interaction and personal decision-making.

2.1.4 GamificationGamification is play applied to non-play spaces. My thesis

investigates applying gamification to address college male eating

behaviors. As exemplified by online technologies such as Nike+,

Mint (Fig. 2.1), and Foursquare, gamification promises to make

everyday tasks such as exercising and financial planning more

enjoyable. Gamification applications are diverse and wide-ranging

and include, to name a few: car dashboards that use mini-games

and graphic visual feedback to reward reduced fuel consumption;

software that allows players to set, track, and achieve financial

management goals; websites that reward players who post

comments with reputation points and recognition; programs that

promote healthy eating habits using points; and a raft of fitness

and weight loss coaches for game consoles.

Utilizing games to make everyday tasks more enjoyable and to

motivate certain behaviors is not new. The Boy Scouts of America

began handing out merit badges in 1911. They understood the motivational

power of goals, mastery seeking, reputation, and identity signaling valued

accomplishments (Deterding, S., 2012). The achievement badges, leaderboards,

and levels found in gamification all have well-known equivalents, from classroom

grades to gold stars. Systems for encouraging and rewarding desirable behavior

are also commonplace, from happy hour drink specials to airline loyalty

points. Games shape human behavior (Whitson, R. J. 2013). New technologies

Figure 2.1 Mint.com and Nike Fuelband: two examples of gamification. Mint.com is where users track information and the Nike Fuelband is wearable technology.


and decreasing costs enable gamification of data and analysis of everyday

life activities. Data collection establishes cycles of feedback and behavior

modification in play.

When entering the game environment, players agree to play a game, and in

doing so they adopt a shared set of rules that guide the experience. Given

this insight as applied to college male student food behaviors, a game could

be established to encourage male college students to adopt healthy eating

habits. Students could play such games independently, setting their own rules

and indicators of success based on measurements of past performance and

expectations. In both cases, the rules can be locally situated and constructed by

the students.

What is important about digital games is that rules of play are not only

formalized, they are also concealed from players. For example, the rulebook for

college student food behaviors could be developed in such a way as to be hidden

from students, allowing them to discover the consequences on their own, which

would lead to behavioral changes that provide information and inspiration and

compel these students to action.

2.1.5 Gamification and MillennialsThe book, Play At Work covers most topics and more case studies than your

typical Farmville write-up. The author Adam L. Penenberg examines game

characteristics. Penenberg uses the Piotr Czerski Manifesto, entitled “We the Web

Kids,” to better understand gaming and its attributes. The manifesto is useful as a

template to determine what gamification could be. My goal for this thesis is not

to write another “Gamification theory” or topic, but rather to rethink the tools

that already exist. The first section of the Manifesto Czerkis addresses how a

generation who grew up with the web. The web has influenced this generation’s

expectations, political views and relationships.

Another design viewpoint uncovered in my research targets how to engage

people in the game experience. “We do not use the Internet, we live on the

Internet. If we were to tell our Bildungsroman, (a novel about the moral and

psychological growth of the main character), to you, the analog, we could say

there was a natural Internet aspect to every single experience that has shaped

us”(Czerski, P. 2012). Navigating content throughout the web was, and is, a

{ 13 }

natural experience for these web kids. The activity opens eyes to the vast array

of information, differences and similarities all at the same time. The future of the

gaming world is exciting based on its energy and fuel that will launch the next

generation of web kids to greater experience.

2.1.6 Badge SystemsWhen considering technology and the use of gamification, the badge system is

already ingrained into our culture. Take, for instance, that diploma that hangs

on walls, that driver’s license in your pant pocket or even that employee ID

card. Badges affix a special mark indicating official membership, achievement

or licensed employment. Therefore, it seems as if throughout our existence,

gaming fundamentals are unobtrusively integrated into our life.

The designer in me questions the value of gamification when it comes to the

badge system. A weakness I have identified is the merit or real-time feedback

in acquiring or maintaining a badge. An example DUI results in the loss of your

license. The lack of more current feedback to players is weak under the current

structured badge systems.

Although past so-called “badge feedback” systems appear weak,

future technology is integrating real-time feedback “badge” signals

to players. The 2013 RAV-4 sports utility vehicle incorporates a new

technological feedback aimed at the driver. I recently test-drove

the RAV-4. My friend and I went to Nags Head, North Carolina a

state where you can hop in your car and get to the coastline in a

few hours. On the way back, it was my turn to drive. A green little

light came on and sent me into a panic. Stephen told me the light

flashes when the driver accelerates or slows for fuel efficiency.

Now, that is real time feedback! Better yet, I was awarded the Eco

“badge” from the RAV-4 driving system (Fig. 2.2). Then seconds

later that green light disappeared from my view. My passenger

laughed, telling me that I was breaking too fast and hard. After

sometime, the vehicle achieved fuel efficiency. The remainder of

the trip the little green light stayed on.

That green light feedback “badge” helped me modify my driving

style or behavior to take advantage of the car efficiency features. Personally, I

benefit because the feedback modified my behavior. This element is missing

Figure 2.2 2013 Toyota Rav4 showing the “eco” badge driver’s receive when they achieve optimal fuel efficiency while decelerating or accelerating.


in the current badge system structure. Some may argue that this is not what

gamification should do.

Reflecting on current life examples, Millennials and their parents have a far

different view of the badge system. The youngsters were awarded sport trophies

with little to no effort. It is the opinion of many who believe this reward or badge

value created an entitlement group. Consequently, badges have produced a non-

work ethic value for this generation. So, if giving meaningless awards created

this behavior, then why continue? Games and life are challenging and designer,

inventors, or anyone who influences our society should not lose sight of the

fundamentals of gamification. Our culture will be stronger with an earned badge

system based on merit as well as one removed when nothing is earned.

2.1.7 SummaryThe thesis investigation led me to examine how to motivate young college males

toward adopting better eating habits with gaming. Gaming trends continue to

expand in all areas of life. There have been many game successes but there have

been failures.

Some industry experts regard gamification as a miracle cure or on the other

hand a showy mechanism to influence the spiritless resulting in little or no

meaning. In some of my studio projects, I investigated what is referred to as

“lameification.” Simply put, over use of gaming, taking it to a point where the

game is trivial, corny and in some cases insulting to one’s intelligence. I believe

gaming will continue to provide great opportunity for the greater good.

I tested this theory during my winter break by playing many different games

marketed for the smartphone or computer platforms. One that I would like to

highlight is Nightmare: Malaria. The core of Nightmare game mechanics and

storytelling supports a social cause (Fig. 2.3). The game focus brings awareness

and support to the fight against malaria. The Emmy award winning production

company Psyop in partnership with Against Malaria Foundation (AMF) created

Nightmare: Malaria taking gaming to a completely different level.

{ 15 }

The game introduces the player to Anna and engages the player to help Anna

escape from her own infected body. The game reflects similar functions of goal

setting and discovery. Nightmare is reminiscent of Limbo and badland where

players enter a dark world. However, in that world the player figures out puzzles

or problems while the story is told, similar to Nightmare. Failure at a level in

Nightmare provides players with facts about Malaria, a kind of paradigm shift in

game play.

Although the players do not reach a level, they still benefit by gaining knowledge.

The game promotes the player to take moral action, such as, buy a bug net or

donate to AMF. It is my hope that gamification inherently engages players to

take moral action. The future is bright for my fellow designers and I to apply

important serious play to social responsibility. Do I think that gamification is

the answer to every problem? Well, I would not be adhering to player experience

designer ethics if I said yes. Today many apps or games use gamification

ranging from the mundane to serious play. I believe we designers can repackage

gamification into something more than badges or points. Our challenge as

designers is to visually display problems in a more approachable context. We

should engage players in an effort to change individual perceptions through

storytelling.

Figure 2.3 Nightmare: Malaria using a social cause as a game giving the user the option to donate to people exposed to malaria.


Assumptions and Limitations 2.2 2.2.1 The ScopeThe grounds of this investigation will focus on food behaviors of young adult

male students who are transitioning to college. Typically, this age group adopts

independent living, creating new food behaviors, and changing former eating

habits. Specific food behaviors lay the groundwork for long-term food habits.

My thesis investigation takes the position that individual behaviors and

environments are important factors that influence food choice decisions. The

expansion of social media and mobile devices has affected cultural interaction

in general and has altered specific behaviors. Generally, young adults, namely

college students, communicate using texts, email, Twitter or Facebook.

My outcomes do not take the form of a complete coded program. The

investigation will be simulating the experience. An initial literature review

suggests that new technology may be applied to inform and establish food

behaviors. In terms of design, emerging trends include passive and active

technologies utilized to modify behaviors. My framework for behavioral change

is guided by a version of the Personal Conceptual Model for Food Behaviors

(Furst, T. Sobal, J. Bisogni, C., Devine, C.M., & Jastran, M., 1998), which is noted in

detail in the next section. Essentially, the model exhibits aspects of food choice

and eating decisions. The model helps to identify where interventions might

best influence positive food behaviors.

{ 17 }

{ 19 }

STRUCTURE

{ 20 } Gamifi cation In The Context of Healthy Eating For College Males /// Structure: 3

Cultural an d Subcultural N

orm

s | Physiological and Emotional Cha

racteris

tic |

Ass

ets

ava i

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Soc

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nships |

Physical and Behavior Settings |

Personal system

Strategies

Choice

Health

Convenience

Managing Relationships

Quality

Cost

Taste

Influences

LIFE COURSE

PERSONAL CONCEPTUAL FOOD MODEL

Framework 3.13.1.1 Personal Conceptual Food ModelThis thesis focuses on individual behaviors using the Personal Conceptual

Food Model (PCFM) as a framework (Cornell University, 2006). This model has

been adapted from the original (Fig. 3.1) by The Division of Nutritional Sciences,

Cornell University. The model breaks down the kind of food decisions that an

individual makes. Selecting food to eat can be overwhelming when considering

all the possible factors involved in the activity. The model lays out the crucial

aspects of deciding and the relationships between all the variables.

Figure 3.1 Personal Conceptual Food Model (PCFM)

{ 21 }

1

2

3

TABLE 3.1 LEGEND

DETAILING THE THREE

LAYERS OF THE PCFM.

The Life Course

Personal Food System

Infl uences

Cultural and Subcultural Norm


rac

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Soc

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Strategies

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Convenience


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LIFE COURSE

1

2

3

The PCFM has three main process mechanics (Fig. 3.2): (1) The life course — Life

course contains past and current experiences and environments; (2) Infl uences

— Five values that interact with the Personal Food System; and (3) Personal Food

System — Mental process by which an individual manages to decode infl uences

and experience based on selected personal food values. When people talk about

their relationship to food they bring past experiences of food habits that aff ect

current ones. This behavior fi ts into the life course category. It views details

of how one is raised plus his or her personal environment, which aff ects food

choices. Infl uences are the factors that change personal decisions. Infl uences

have an aff ect on the personal food system an individual creates. The personal

food system incorporates organized trade off s from the infl uences and personal

food choice values. The last stage in the model forms strategies. Strategies are

personally developed based on how and what an individual eats. The model is

dynamic.

Figure 3.2 Three diff erent layers of the Personal Conceptual Food Model; Life Course, Personal Food System, and Infl uences.

{ 22 } Gamification In The Context of Healthy Eating For College Males /// Structure: 3

AdaptionThe PCFM has evolved over the years (Fig. 3.3b) to become more specific in the

language used, and adding more sub-categories. I adapted (Fig. 3.3a) this model

to be a circle that houses the personal food system. The outer ring establishes

the influences that surround us, in keeping with the original where a person

exits outside the system. Visually the model needed to show the life course at

the heart of the issue. In addition, my model indicates the dynamics that happen

between the personal system and the influences. The model shows how the

influences and personal system interact. I adapted the labels of the influences to

be less broad. Originally the influences were ideals, personal factors, resources,

social framework, and food context.

Personal Conceptual Food Model Adaptations



rac

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ips | Physical and Behavior Settings |

Personal system

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Quality

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Taste

Influences

LIFE COURSE

CHANGES IN THE PCFM

Figure 3.3a Adapted PCFM

Figure 3.3b Original PCFM

{ 23 }

Figure 3.3 Adapted version of the PCFM for this project.

{ 25 }



rac

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CralN

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LIFE COURSE

Life Course“Life Course” refers to past and current experiences and environments (Fig 3.4).

One’s food trajectory forms within the life course domain. The food trajectory

is defi ned, as the physical and environmental context a person will experience

over the span of one’s life. Food trajectory takes shape over a period infl uenced

by macro and micro-contexts. The macro-context includes the environment,

government, society, and economy. My thesis investigation focuses on the

micro-context within the food trajectory that includes family, friends, school,

work, and community. Within the macro-contexts, many of the issues become

social problems and tend to be outside the scope of design. Personal roles within

the various micro-context cause turning points in one’s usual personal food

systems and lead to minor or profound remodeling of food choice patterns that

establish new personal food systems.

Figure 3.4 Life Course layer of the PCFM




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LIFE COURSE

LIFE LIFE LIFE COURSECOURSECOURSE

The food choice trajectory (Fig. 3.5) transition shifts in a person’s life leading to

either change or the continuation of behaviors, including food choice patterns.

Timing represents when a specifi c transition or turning point occurs in the life

of an individual. The specifi c timing of an event infl uences whether or how

it infl uences food choices. Context serves as the environments within which

life course changes take place. These environments include social structures,

economic conditions, historical eras and the changing physical environment.

Figure 3.5 Food choice trajectory transition from within the Life Course PCFM layer (The Psychology of Food Choice (2006).

{ 27 }

Personal Food SystemThe personal food system is the mental process by which an individual manages

to decode infl uences and the eff ect they experience based on selected personal

food values. The process builds out how and what is eaten in a given situation.

Food values act as guidelines that are develop by the life course. A person’s food

values are taste, convenience, cost, health and managing relationships.

Taste value looks at the fl avor of food, but also includes other senses such as

smell, the texture, feel and look. The taste value is one of the most important

values within the personal system. A person will not eat or drink something

that they do not like the taste of, which makes this value the minimum for all

decisions.

The next value convenience, refl ects how individuals relate to time in physical

and mental states. Learning to prepare, cook, and acquired new skills fall in

this value. Students and young adults have a diff erent view of this value when

compared to older adults. Young adults associate time as the main meaning of

convenience.

Cost value is the fi nancial guideline that people place on their decision. The

amount of money an individual spends on food is contained in this value.



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Figure 3.6 Personal food system, where the six values are housed, infl uences the users mental processes.


LIFE COURSE

Strategies

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Managing RelationshipsRelationships

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Health value is a

broad term that

generally describes

how food aff ects our

bodies physically and

mentally. Some health

considerations in the

health value are weight-

gain, and disease

prevention. Individuals

can determine whether

they are allergic to certain

foods or what food items

aff ect their digestive

system.

The managing

relationships value

establishes guidelines

as to how other people

within one’s social circle

aff ect the food choice

process. This value considers the dynamics relative to one’s personal food

choices with others in their circle. Managing relationships means thinking

outside of one’s personal taste. For example, when an individual agrees on a

certain restaurant, he/she checks to see if the place fi ts the companions taste

value. If one person does not eat a certain food, a preference trade-off is made to

maintain the relationship. The values acknowledge the working of relationships

when dealing with food.

Infl uencesThe diagram food model also lists Infl uences (Fig. 3.7) that change individual

food decisions: (1) cultural and subcultural norms, (2) physiological and

emotional characteristic, (3) assets available, (4) social relationships and (5)

physical and behavioral settings. These infl uences interact with the personal

system and cause a person to change what they eat or how they eat.

Cultural and subcultural norms are ideas acquired from family, friends or

Figure 3.7 Infl uence Layer of the PCFM which houses fi ve individual infl uences. The infl uence layer can interact with the personal system, which will change a person’s food decision.

{ 29 }



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others and infl uence how a people will build what

they think of as a traditional meal. One’s family

shapes one’s eating habits, as do larger cultural

norms.

Psychological or emotional characteristics

infl uence food choices. The emotional

characteristics are preferences, personalities, moods,

and phobias. These characteristics develop and

learn over time for each person, becoming the basis

of a unique individual’s food choice structure. The

unique individual structure represents a personal

eating identity and image of a specifi c type of

eater that consequently shapes his/her food choice

selection.

Assets available are the physical and mental resources open to people when

making food choice. Physical assets include, for example, how a person gets

to locations, how much money they have, and access to equipment to make a

meal. Mental assets can be knowledge but can also include support from others.

Social relationships refer to one’s personal network at diff erent scales within

that network. Social relationships can eff ect decisions of where, when, how and

what someone eats. People going out on a date will negotiate together to make

sure that both parties are considered equally.

Figure 3.8 A step-by-step illustration of how a decision would fl ow out of the model. The top left image begins the decision process and the bottom right concludes it.

{ 30 } Gamification In The Context of Healthy Eating For College Males /// Structure: 3

Physical and behavioral settings look at the setting that food process happens in

and how. The setting is also the context of the locations in big picture of where

in the world but also looking at how much food is available, how it is prepared

and the climate’s effect on food in general.

StrategiesKey elements of the PCFM are strategies, which are personally developed rules

for how and what to eat in situations. These strategies form a personal food

blueprint and establish scripts to achieve healthy eating behaviors. In recurring

situations, these strategies represent methods to manage a given situation.

Types of strategies include: focusing on one value; routinization; elimination;

limitation; substitution; addition; and modification (Table 3.2 below)

TABLE 3.2 PCFM FOOD CHOICE STRATEGIES.

Strategy Example

Focusing on One Value (Emphasize only cost, taste, health, relationships, convenience or another value)

Eat the cheapest food whenever possible

Routinization (Standardization, systematize, ritualize)

Eat rice and chicken every day for dinner

Elimination(Avoid, exclude or prohibit)

Never eat dessert

Limitation(Restrict, regulate, reduce)

Eat dessert once a week

Substitution(Replace, exchange, fill in)

Choose whole wheat bread over white bread

Addition(Augment, include, enhance)

Eat a vegetable at every meal

Modification(Alter, adjust, transform)

Remove fat from meats and poultry

3.1.2 Summary Of The Food Model

The PCFM is a framework, with integrating concepts that are important in

respect to each other. The model is integrated, making assumptions about

practices and structures in a theoretical manner. It allows thinking of food

choices as an activity-based system on experiences in context with the life

course to evaluate current influences and incorporate them into personal

systems. The result permits individuals to model how they select food.

{ 31 }



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3.1.3 Food EnvironmentThe Center for Disease Control and Prevention calls food environments

“physical presence of food that aff ects a person’s diet.” That is, how close

someone is to any kind of food availability. There can be diff erent levels of

the food environment and many have been identified. Making Healthy Places

(Dannenberg, Andrew L., 2011) defi nes both the community and micro-

environment. The community environment defines the places where food can

be obtained, including grocery stores, convenience stores, specialty stores,

restaurants, and farmers’ markets that are generally open to the public. Micro-

environments accessible to various groups include homes, workplace and

school cafeterias, and churches (Cannuscio, C., & Glanz, K. 2011). This thesis

investigation evaluates food environments off ered at North Carolina State

University.

Figure 3.9 Two ways to exit out of the PCFM is strategy or choice. Males typically go straight to choice, ignoring the diff erent strategies.

{ 33 }

METHODS

{ 34 } Gamification In The Context of Healthy Eating For College Males /// Methods: 4

Case Studies 4.1The case studies cited below are proposed to study the complex issues of

gamification and health challenges. These case studies emphasize details of

phenomena and context within real-life applications.

GYM Pact The days of making a blood pact seem to be gone.

Be not dismayed. There is an application bringing

back the pact. This app utilizes gamification

through betting your money with a competitive

community. Players maintain a food log, gym or

veggie pact. I signed up for the gym pact saying I

will workout four times a week, each missed day is

a $10 fine (Fig. 4.1). The reward for keeping my pact

would be around $1.50, and $40 if I do not honor

my pact. On the opposite side, those members who

fail to meet the pact give cash rewards to others

who meet goals.

How is this strategy gamification? Some elements go against gamification ideas.

The motivation carries personal responsibility. Gamification players must be

ready or they may fall into the category of “not ready,” meaning the user is not

committed to the play or the game rules. As a member of Pact the advocate

role is highly established. In essence, members who fail in their personal

commitment know the monetary penalty supports community members

accomplish Pact. In addition, players from the community vote on food Pacts to

keep accountability. The user Interface (UI) is set up with small little badges that

act as statues bar to show completion.

Figure 4.1 Screenshot of Gym Pact user interface demonstrating the voting for a possible “food pact” (top row). Screenshot demonstrating the pact activity of users (lower).

{ 35 }

Weight WatchersWeight Watchers is a

longstanding weight loss

program that has evolved

to include both support

group meetings and new

on-line memberships or

mobile app frameworks

(Fig 4.2). The program’s

foundation integrates

individual member

choice to promote

weight loss success. No

food is off limits, but

portion control is defined

through its points system. The weight loss program uses a point system and

online tools with hints of gaming mechanics.

The online site includes community boards to share successes as well as acquire

information to manage specific food-related issues and situations. A recipe

builder integrates personal recipes to points in making personal food choices are

also included in the program. Various exercise routines are available, with noted

subtracting points. A weekly online newsletter is sent to members. Overall, these

features provide member support and motivation to understand food behaviors.

Weight Watchers partners with many manufacturers to include point values on

packages. In addition, the mobile app allows barcode scanning of food items to

determine point values while at the store.

Figure 4.2 Weight Watchers homepage. Weight Watchers uses female celebrity endorsers to attract female users.


FolditFoldit is a puzzle game that teaches the

players to fold proteins. This process of

folding proteins is important because,

if we understand certain proteins, then

we can discover better ways of fighting

disease-related proteins, which could

mean a cure for many diseases such as

HIV / AIDS, Cancer, and Alzheimer’s.

Foldit capitalizes upon the human

ability to recognize patterns. Therefore,

by turning protein folding into a game,

players are not only enjoying a game

but also helping science too.

The setup and structure uses human

ability to find patterns and gives

the tools to find the patterns too. As

players folds a protein, they can see

how many point they are gaining. The

goal for each puzzle aka protein is the

get the most points each is displayed

in a status bar (Fig. 4.3). Each level

grows harder but offers more tools for

a player to complete the puzzle. A user

can even join groups and work with

others to solve the puzzle. There has

even been times where players folded a protein and been mentioned in books.

So maybe you are like me and you cannot remember, which science deals with

proteins. Since the interface and system allows player to find patterns and have

visual feedback you could help science.

Figure 4.3 Foldit, a protein folding puzzle program.

{ 37 }

FitocracyFitocracy is a multi-platform fi tness log that makes

working out fun. This web site feels and looks like

Facebook (Fig. 4.4). The website allows users to fi lter

personal feeds to everyone in the community: friends,

groups to which one belongs. It utilizes gamifi cation,

community interaction, personal tracking, and

motivation and reward elements. Members can post

comments on a community wall. The comments

range from asking questions about certain workouts

or opinions about the latest running shoes. This is all

done within the feed sections of the website. The “You”

section presents personal profi les to view tracking

information, such as daily updates, current exercise

level, total points and friend updates.

Fitocracy has various sections, one of which tracks

personal workouts. It utilizes an archival system of

past exercises and workouts. The data is visualized

in a variety of forms. An example is a bar graph that

exhibits each day’s score.

A knowledge page on the left side is available, as

well as tracking and motivation components. Within

the motivation tool, activity points are earned. The

portal includes a fun aspect that enables a player to

challenge others in the community. The community

board off ers dietary information, inspirational

testimonials, and general health tips. Leaders and

connect pages serve to fi nd others who share the

same interests. They also highlight top member

achievements.

This application is a logging tool for fi tness, with

elements of social media. As a fi tness app, it has

merit in that it helps to change individual behavior

through the utilization of technology. The mobile

aspect makes it easily accessible at any time and any

place by anyone. Figure 4.4 Fitocracy homepage (top) and activity log (bottom).

{ 38 } Gamifi cation In The Context of Healthy Eating For College Males /// Methods: 4

HAPIforkHAPIfork, is loaded with

Bluetooth technology,

battery, accelerometer

and USB port. The fork,

aims to slow down the

player’s eating pattern

(Fig. 4.5). It is known that

eating slower gives the

body time to digest food.

The stomach signals the

brain it is full. The smart

fork is designed to send

a light vibration to the

person when eating too fast.

A player keeps record of what is eaten. The players can set up an account to

share the information with others. There is also gamifi cation functionality built

in the application. Similar to other game applications, points are gained and

posted on leaderboards then shared with other players who may participate.

Two problems with the fork come to mind. The fork creates an introduction of

a new element or behavior by the player. Now the player focuses attention on

the application screen. Further, it has the potential to alter behavior disengaging

the player from table conversation. There could be more negative behavior

changes created. So, why a screen? A possible design option could incorporate

glow lights from the fork with an ambient interface. High on the list of concerns

with the smart fork is the food unhealthiest does not require a fork. Example, I

am seconds away from Krispy Kreme doughnuts. No matter how slow I eat the

doughnut it will not help me lose weight.

Figure 4.5 HAPIfork interface and fork. Fork and phone used in tandem to slow a user’s eating habits.

{ 39 }

Case Study Analysis 4.2Each case study discusses gamification in various life events, however,

gamification is played out differently. In the case of Pact, gamification extends

beyond a game to strategically include intrinsic and extrinsic motivation. Pact

reveals that gamification mechanics do not have to be overused, but can select

a few mechanics to work. The social world within Pact is non-existent. Pact

pushes the player’s personal motivation behaviors without real social feedback.

Weight Watchers offered a view into how to quantify and develop personal food

strategies. In that personal food management is critical in adopting healthy food

behaviors, these two elements are incorporated into my investigations.

The HAPifork application invades the food experience with the use of fork and

phone integration. The fork and phone become the food experience focus. The

idea of reversing the focus from the tools to the food choice experience centers

on investigation 6 and 7. These case studies culminated the bases of my thesis

investigations.


Research Methods 4.34.3.1 Observations The purpose of conducting observations was to

determine what North Carolina State University

does for students in the context of food but also

how student behave in this interactions. Each

observation lasted for 45-60 minutes concentrating

on food experiences from purchasing to eating. All

elements of how to eat healthy were observed. Using

an observation protocol as a framework helped

view interactions, behaviors, common objects and

relationships.

Each observation focused on different elements of

the food experiences in each food environment on

NC State’s campus. I wanted to see how differently

males act in this context as compared to women. The

first observation examined Clark Dining Hall food

environment during peak dinner times (Fig. 4.7). Students used dinnertime to

meet with friends or see other people. They paid for food and either got in line

or claimed a table. Students would conduct a sweep to see what food was offered

for the day. Most students went for the pizza and chicken station. The fresh

food station did not have a line at the time. The salad bar offered many different

vegetables on that day. The time appeared to be prime dinnertime. It was easy to

determine what food was meat-centered or vegetable-centered based on food

signage.

The second observation viewed student behaviors within the Clark Dining Hall

food environment after the morning rush. The food decision process seemed

to be slow. There were no lines, and students did not feel guilty about being

in the way to see what was offered. Many students ate by themselves and had

homework or their phones next to them.

Figure 4.6 Lunch house at Los Lobos at North Carolina State University.

{ 41 }

The third observation viewed student portions and food set-up at Fountain

Dining Hall at lunchtime. Students seemed to be between classes or finishing

their day. Students came in with backpacks on and had more items with them.

This observation appeared to follow the same general observation as the student

dinner dining experience, which was more social in nature.

The final observations looked at the newly renovated Talley Student Union

building during mid-afternoon time (Fig. 4.6). The new Talley center offers

five new food sections available to students, as well as a broader range of other

customers. Each one offers a specialized food. The age demographics range was

wider than those in the dining hall, with a mix of younger and older customers.

Once again, it was a time for people to meet up with friends during their time

on campus. Some people were not eating or brought their own lunch. People

by themselves would have some kind of mobile device or reading on which to

focus.

Full Observations Found In Appendix

Figure 4.7 Layout and stations of Clark Dining Hall at North Carolina State University.


4.3.2 Semi-Structured Interviews I conducted two interviews with Dr. Sarah Ash and Lisa Eberhart to learn

about North Carolina State University’s dietitian and food science programs.

They provided insight into current on campus motivations for healthy eating

habits. As the on-campus dietitian, Lisa Eberhart shared eating behaviors and

motivations that confirmed structure to my investigations, literature research

and direction, as well as the interview from Dr. Ash. There is an active presence

on campus to motivate healthy eating habits among all college students.

4.3.3 Card SortingUsing the PCFM, I created a card sorting activity to determine how food choices

are made. Card sorting provided a view of how a participant grouped items

related to the concepts. Participants studied each value of each category in

the model. Each participant was given a list of 30 food items available from

North Carolina States Dining Hall menu (Fig. 4.8). Each food option ranged

from breakfast, lunch and dinner. Options included entrees, vegetables,

soups, desserts, and side dishes. Each participant was given influences and

personal values from the PCFM (cultural and subcultural norms, physiological

and emotional characteristic, assets available, social relationships, physical

and behavior settings, taste, quality, managing relationships, cost, health and

convenience).

Figure 4.8 College males participating in a card sorting activity based on the PCFM and discussing their sorting habits.

{ 43 }

Three rounds of card sorting involved two personal values and one influence

value at the end of each round we discussed the choices. We then talked about

any personal strategies when eating in food environments on campus. They

discussed how Fountain Dining Hall is not the best Dining Hall to make healthy

food decisions. Since Fountain Dining Hall is closest to their dorms, they tend

to eat there because of convenience. We also talked about what tools they use to

develop strategies. Both participants pointed out how the school menu is online

to see and try to plan their meals. I asked how many times a week they would

use the web site, and both answered that they might view it once a week if at all.

The card sorting activity gave me insight into the development of the

investigations. The feedback from these sessions guided me to craft moments

of potential contact. The process presented a picture as to what tools first year

college students use in planning for healthier meals. From the discussion, I

concluded that my investigation could not be a web site. The web site tool is

already available for students, which is not highly used. The investigations

should guide students to understand what is needed to achieve healthy meals.

{ 44 } Gamifi cation In The Context of Healthy Eating For College Males /// Methods: 4

4.3.4 User Persona + Journey MapBased on literature I created two personas for my investigation. In addition,

my role as a Teacher’s Assistant gave me opportunity to observe key student

behavior patterns, which aided in the development of my college male personas.

Meet Bryan Snacks. His game handle is OPRAHWINDFURY. He is a sophomore

in college. Snacks calls himself a typical college

student. He plans to study engineering with a

minor in math. Most of his time is spent at a part-

time job as a waiter. Snack has classes on Mondays,

Wednesdays and Fridays. This schedule aff ords Bryan

time to work Tuesday and Thursday afternoons. He

sometimes works nights and grabs food from the

restaurant most nights with his tip money.

Meet Frank Miller, His game handle is

ANANGRYWAFFLE. He is a college senior. Miller

loves sports and fi tness. He is studying sports

management. When it comes to food, he does not

wander outside his standard rice and chicken for

two meals and he has oatmeal for breakfast. Miller’s

workout life requires him to eat in this manner.

Miller does not like to eat anything else for fear of the

consequences.

To understand the strategies one will go through while using the PCFM, I created

a player journey map of strategies (Fig. 4.9). The map highlights patterns when

using a specifi c strategy. One personal value and one infl uence are counted

on each row. The process is converted into an algebraic expression to better

understand the eff ects of the strategies. The next step is to apply the result to a

given strategy to determine what would happen (i.e. Personal value + Infl uences

= results1 (strategy) = results 2. Adding in the element of chance and gaming

I created two spinners that held the personal values and infl uences. For each

round I would spinner both of the spinners to see what values would go to the

given strategies. After each strategy was assign to a given value the results were

reviewed to see what food would be used.

{ 45 }

BRYAN SNACKS’ JOURNEY MAP

Fig. 4.9 User Journey Map: Personal value + Influences = results1 (strategy) = results2

Cost + Cultural Norms = Pizza

Taste + Emotional Characteristic = Ice Cream

Convenience + Assets Available = Burrito

Health + Social Relationships = Salad

Quality + Physical Setting = Bacon

Managing Relationships = North Carolina BBQ













Flatbread Pizza

One dessert a week

More Vegetables In Burrito

Eat this meal with friends

Render Bacon Fat

Still eats BBQ

Thin Crust

Does not have

Goes to fast food joint

Subs Fries for Salad

Only has twice a week

Has only tailgating

One slice

Low Fat Ice Cream

Always has for lunch

Salad with every dinner

Never eats Bacon

Gets turkey Meat

Substitution

Limitation

Addition

Routinization

Modifi cation

One Value

Modifi cation

Elimination

One Value

Substitution

Limitation

Routinization

Limitation

Modifi cation

Routinization

Addition

Elimination

Substitution

IterationBased on the card sorting activities, interviews and the personas that were

completed earlier in the process I had paired the patterns with what would be

generated from that result. The map went through three diff erent iterations to

determine how a given strategy aff ects the food. The expression in each row stay

the same and a new strategy is assign to the row.

{ 47 }

CONTEXT

{ 48 } Gamification In The Context of Healthy Eating For College Males /// Context: 5

Moments Of Potential Contact Map 5.1The moments of potential contact map revolves around the day in a life of

college male and contact points (Fig 5.1). The map details intervention points the

designs will live in.

Developing Strategies Motivation

Player signs up

Create challenges for daily goals.

Readjust values for goals to successfully make a challenge.

Make preset strategies for times needed to quickly readjust values goals.

Investigation 1 Challenge MeTrack information in real-time.

Enter Info about themselves: Age / weight / height / lives on or o�-campus/

Given a digital Buddy avatar that monitor what is eaten.

There are fives parts on the avatar face that equals the values of location, size of meal, sugar intake, health, mood.

{Enter values in di�erent ways}

Scan

BarcodeAble to scan items barcode using any device with camera.

Student

IDLink ID to micro food environments that are not the dinning hall.

Cell

Phone

Smart TagNFC, RFID, or Bluetooth to connect devices after completing the transaction. Players can touch device to smart area to upload information.

GPSGPS follows players at the dinning hall.

Using the locations technology of the GPS it gathers locations.

Investigation 7 Reflective PoolPlayers can reflect on the information.

Players can fill out a grid chart for each of the stations collected and how much was on their plate.

Enter

ManuallyAllows the user to add or even customize the meal entered.

Each face value behaves di�erently by either growing, moving, shrinking, appearing and disappearing.

If a player set time in the past the player sees an animation of the past morhp.

Players can compare multiple time spans.

For every right answer a player receives points and more time on the clock.

If a player guesses wrong three times or runs out of time the game will be over.

Investigation 4 Face the FactsPlayers can play a quiz style game to see how the food e�ects his face values the most. This quiz is also timed.

Moments Of Potential Contact{ Investigations } how gamifcation would be employed

This map show design locations intervention points. The map is built on

two premises, to create player motivation and to build personal eating

strategies. As one moves through the map there are three elements

achieved: Seeks Patterns, Competition, and Creating a Feedback Loop.

Min Half Max

1 2 3 4

If a player sets time in the future player sees an animation of the face in real-time.

The bottom of the screen displays the items that have been quantified. A player can drag that item to the face value.

Investigation 5 Meet UpPlayer finds a place to eat with friends for a food environment that will be best for everyone.

Players view their social loop and add other players to meet up with.

Investigation 6 Lights UpOnce each player arrives at the food environment, they can play a game to keep attention on the food and social event.

Based on the location players will receive a vintage sign of that location’s name. Players will put there phones face down on the table to start the game.

If a player picks / uses the phone he will receive a light. The player with the lowest amount of lights win.

Investigation 3 Face TimerThe avatar face turns into a digital clock where players can see when values changed.

{Creating motivation from information}

{Competitive design for

motivation}

{Using pattern recognitions as a

form of motivation}

{Track five di�erent values}Location, Size of meal, Sugar intake, Health, Mood

{View information by location}

{Understand how your friends a�ect your food environment}

{Create a focus on the food and social

time}

As players eat at a new food environment they will get a card that shows player’s stats about the place.

Compare or see all cards players have collected.

I been bad

Less sugar

More veggies

Players can vote and leave comments to the loop. As one food environment starts to become favorable for the group the loop becomes smoother.

an vote and leavePlayers c

points: 100 +100 +00:10

Investigation 2 Face-O�Players battle with there faces, to see who has the better face.

Players look at the map to see who is available to battle in the area. Then they select the person they want to challenge.

Challengers will either accept or forgo the battle. If the other person accept they will meet at predetermined area.

There are three rounds and a player needs to win two of the three rounds. Each round a player will select one face value. The highest value wins the round.

vs

vse who has the better face.

ers look at the map towho is available toe in the area. Then select the person they

t to challenge.

Challengers will eitheor forgo the battle. If person accept they wat predetermined are

Max68%

Winner of the Face-O� gets a flag planted on that spot.Flag can be cashed out

to change face items.

{ 51 }

Design Investigations 5.25.2.1 IntroductionA Day in a Life is a study in which I followed personas through a typical day,

observing and recording events to build a realistic picture of what actually

happens within the context of a given situation. The process may need to be

repeated over a wider span of time in order to gather an objective perspective.

Mapping a ‘Day in the Life’ helps illustrate graphically how my design studies live

in context.

A general outline aids in the process to figure out where the design intervention

should most likely occur. The outline consists of three different categories within

the food context — breakfast, lunch, and dinner. Within these times the player

handles and interacts with the design object. After each major eating period, I

conducted an analysis determine what was successful, what did not work and

how best to allow for correcting eating behaviors. The goal of the analysis was

to break down the day in a life, and to summarize the design studies, as well as

reflect on what was made.

5.2.2 Investigation - Day In a LifeThe past couple of days Bryan has felt as if his world is slowly slipping out of his

hands. He has been staying up late completing homework while consuming

energy drinks and handfuls of candy. Now his past food decisions and behaviors

are starting to catch up to him and Bryan is paying for it. One day while at work,

he voiced his concerns. A co-worker suggested gamified interfaces that would

help him make better food decisions. He noted that the interfaces were fluid and

would work well with his busy schedule.

Once Bryan arrives home he downloads the interfaces to his phone. He also

links his student ID to the account. An avatar becomes his mealtime friend

greets Bryan. For each meal Bryan eats, the avatar changes based on a set of five

values. Excited about how it works, Bryan puts his phone under his pillow and

gets ready for bed. The next day Bryan wakes up early to start his day. He has a

long day of afternoon classes and wants to get some work done in the morning.

BREAKFAST ACTIVITY IN DAY IN A LIFE - COFFEE TO LIBRARY (CHAPTER 1)


Breakfast (Chapter 1)Bryan heads to a local coffee shop where he decides to get some coffee and a

bite to eat. Bryan pursues the menu and orders a banana, breakfast wrap and

a latté. He taps his phone to the smart tag at the register that synchronizes his

meal. The smart tag is a Bluetooth wireless communication device, which sends

all information to any player’s device. Bryan grabs his order and a couple of

packs of sugar for his latté. As Bryan finishes his meal then checks his phone to

see if the meal was synchronized.

Bryan sees his meals listed in chronological order. He taps the interface and

brings up all information. He sees the latté and remembers he added more sugar.

He clicks the latté icon and drags the word sugar over it. He then drags the slider

to confirm how much sugar he added.

To help make the rest of the day go better Bryan creates goals. There is an option

for beginners, which he selects. The interface displays within the five values

where he should be for the rest of the day. The interface then breaks down the

values for each of the remaining meals. Bryan grabs his book bag and heads to

the library to grab a book and finish so much needed homework.

Moments of Potential Contact In Context

INVESTIGATIONS KEY

Challenge Me #1

Face-Off #2

Face Timer #3

Face The Fact #4

Meet Up #5

Lights Up#6

Reflection Pool #7

Bryan Snacks visiting the local coffee shop checking out the menu. After paying for his meal Bryan uploads the infromation by placing his phone next to the smart tag. His meal is now uploaded and saved for later viewing.

Bryan enjoys his food without entering data during the meal. He has the choice when to enter the infromation.

Checking his meal that was uploaded earlier from the smart tag Bryan can see he is within his goal for the day.

Bryan can see a chronological list of all the food that was added. Bryan can customize his meals by clicking on an item on the list. He can add or subtract things he ate that were not uploaded.

Bryan remembers that he added sugar to his latte. By tapping on sugar he can add it to his meal.

IN-BETWEEN TIME IN DAY IN A LIFE - LIBRARY (CHAPTER 2)


In-Between Time (Chapter 2)After finishing some pages of the book, Bryan stops to check the time. He sees

that his avatar face has changed. Bryan uses Face Timer to check when his avatar

face changed. He wants to make sure that it was from his morning meal and sets

the time back. His avatar faces changes immediately as he order his meal. The

face changes again when he added sugar to the latté. He is shocked at how high

the hair value went up. Bryan puts his phone away and continues to work on his

studies knowing that he will take a break for lunch.

Noon comes around and Bryan starts to pack up. Before he leaves the library,

he checks the map to see if he can battle anyone for his first Face-Off. He sees

that someone is near the library and he sends a personal invite to the battle.

As he leaves the front doors, he sees that the person has accepted the Face-Off

challenge. They meet at the designated spot on the map. The challenger and

Bryan bump their phones together to start the Face-Off. Bryan know he is in a

strong position since he checked Face timer earlier. The screen tells each player

that there will be three rounds. The player who wins two rounds is the winner

and is awarded a flag planted in the spot. To win the round players must pick

their highest value. Bryan picks the mustache for the health value for the first

round and his competitor picks the ear.

They bump phones again once they finish selecting. The first round starts and

shows who had the stronger value. Bryan wins the first round. Now Bryan starts

to think with some strategy so he does not want to play the best hand. Bryan

save the hair value fearing the latté may cause him to lose this round. The

competitor beats him out. Now it goes into sudden death round. Whoever wins

this round wins the battle. Saving the best value for last, Bryan picks the mouth

option and wins the whole battle. Bryan shakes the competitors hand and heads

to the Student Union.


INVESTIGATIONS KEY

Challenge Me #1

Face-Off #2

Face Timer #3

Face The Fact #4

Meet Up #5

Lights Up#6

Reflection Pool #7

Bryan checks the time and can also see how his avatar’s face has changed from adding his information about his meal.

To find out what time the face changed Bryan can look at the time span. Bryan watches an animation of the face during the selected time span. Bryan wants to Face-off with someone. He checks the map to see if any players are in the area.

After finding a player to battle Bryan meets up with his challenger. They bump phones to start the battle.

Bryan is shown the rules before the battle starts. Bryan knows that his mustache value is the highest and could win that round.

After three rounds Bryan is the winner of the battle.

{ 61 }

Analysis (Chapter 1 and 2)This first part of the scenario covers the Chernoff faces and depicts visually

dynamic information interaction with the player. The introduction explains

how the investigations work, where and how information is captured. Most

quantitative self-systems require lengthy data entering and change player

behavior. In essence, players become data keepers. My goal for my investigations

is to connect existing account information with the interface. The experience

should focus on the game experience and behavior modification rather than

introducing additional thinking. The four things most college males have on

campus are a cellphone, student ID, laptop and books. These tools (cell phone

and ID) present great opportunities to serve multiple functions, such as data

transfer devices.

Connecting these items to an existing account allows players to view data with

options to modify or confirm. There are events within the interface, which

may need to be customized based on the information. Bryan is able to work

seamlessly with the information. There is less time required in set-up, self-

profile. Today’s players do not spend time in data entry, profile set-up and

tracking.

The interface starts with the use of the Chernoff faces, incorporating

gamification. Chernoff faces displays different variables. Each individual face

part represents a value of the variables by the shape, size placement or even

orientation. The faces highlight the use of pattern recognition as a mechanism

to drive players to interact with the information.

This idea for using the Chernoff face brings to question the idea of player

information interaction. More questions arise regarding what we think about

dynamic information and what we traditionally know about visual information.

A key element of my investigation offers connectedness. Over the past

decade, there has been a growing public fascination with the phenomenon

of connectedness (Easley & Kleinberg, 2010). One of the most important ways

in which society achieves connection is through social media. Although this

interface uses a game method, it enables communication differently. These

various types of applications all share the ability to facilitate social behavior

through dialogue and discussion, providing the opportunity to discover and

share new information (Solis, 2008).

LUNCH ACTIVITY IN DAY IN A LIFE - STUDENT UNION (CHAPTER 3)


Lunch (Chapter 3)Bryan arrives at the Student Union, which has other food environments. As he

waits in line, he checks the goals he established. Remembering how the latté

affected his values he decides to add salad to his hamburger and avoid fries. He

understands by taking this option, the sugar value will decrease and he can be

stronger in the Face-Off. Using his student ID to pay for the meal, Bryan is able to

capture and synchronize the lunch meal details.

After the meal, Bryan checks the interface to gain a perspective of where he

stands relative to his goal. He sees how adding the salad keeps him on track

for the rest of the day. Bryan is still curious about how other items affect the

values set-up in the interface (location, size of the meal, sugar, health value, and

mood). Before he leaves to go to his first class, he plays Face the Facts. This game

displays the quantified values and how they affect the features on the avatar’s

face. Every correct answer earns more points as well as additional time. A correct

answer matches the value affects the facial feature the most. If a player does not

answer correctly three times or time runs out the game is over. Bryan correctly

matches the latté value and its facial feature changes. Bryan plays Face the Facts

in an effort to position himself for the Face-Off so he can acquire more flags on

the map.

INVESTIGATIONS KEY

Challenge Me #1

Face-Off #2

Face Timer #3

Face The Fact #4

Meet Up #5

Lights Up#6

Reflection Pool #7


Before ordering Bryan checks his goal for the rest of the day. Bryan uses his student ID that is linked with his account to pay and can transfer his meals to his phone.

Bryan can select each value and readjust his goal to make his daily challenge.

To understand how his food affects the different values on the face. Bryan plays Face the Facts. Each item that is saved are shown at the bottom of the screen.

Bryan drags the word latté up to the hair value. Bryan correctly answers latté value right and is reward points and more time for the next item.

DINNER ACTIVITY IN DAY IN A LIFE - DINING HALL, AND DORM (CHAPTER 4)


Dinner (Chapter 4)Bryan makes his way to the Dining Hall, but does not want to focus on the

technology. He does not want to worry about the phone interaction right at that

moment. This is social time for him and his friends. The guys want to see who can

last the longest without touching their devices. They turn on Lights Up, which is

a game to test this ability. His buddy Mike and Jim put their phones on the table.

Based on the GPS location the food environment name will display on the screen.

The GPS also picks up who is playing the game at the table. If a player pick ups or

uses the phone they are penalized a light during the game. The player with the

lowest amount of lights wins. The meal is over and the allotted time passed. The

game is over. Both Jim and Mike picked up their phone to show the group the

latest viral video.

Once back at his dorm Bryan checks the Reflective Pool. This interface points

out the Dining Hall station Bryan visited. He confirms the food tracked by the

interface for his dinner. Dots on the screen inform him how food covered his

plate, reflecting the 2010 Dietary Guidelines for Americans. The screen prompts

him to enter the number of helpings. The information is saved and Bryan checks

the interface to ascertain whether he made his food choice goal for the day.

INVESTIGATIONS KEY

Challenge Me #1

Face-Off #2

Face Timer #3

Face The Fact #4

Meet Up #5

Lights Up#6

Reflection Pool #7


Bryan goes to Clark Dining Hall to meet up with friends. Before he enters he turns on his GPS to track the stations he visits.

To keep the focus on the food and social time Bryan and his friends play Lights Up. They all put their phones on the table.

One of the Bryan’s friend picks up his phone to send a text. He receives a light for using his phone.

Bryan uses Reflective Pool to enter how much food he eat at the dining hall.

{ 73 }

Analysis (Chapter 4)Gamification applications are diverse and wide-ranging and include advanced

methods in displaying information such as a car dashboards and graphic

visual feedback. My goal was to allow the player to set, track, and achieve food

behaviors that promote healthy eating habits overall. Information is provided

that allows Bryan to see the places he eaten, assess his eating pattern from a

broad level to detail. He knows where he ate, what he ate and how his choices

relate to Dietary Guidelines. In addition he is able to self quantify the meals

eaten, by modifying or confirming data.

Data is displayed to the player however it should take a sophisticated form to

assist in behavior modification. The Dietary Guideline is noted but require

additional investigation to determine how that information is loaded into the

interface as well as maintained over a period.

{ 75 }

INTERACTIONS

{ 76 } Gamification In The Context of Healthy Eating For College Males /// Studies: 7

{ 77 }

Summary of Investigations Interaction 6.1These interactions are in the context of gamification with two premises to

encourage healthy eating for college males. According to Cunningham, C. &

Zicherman, G. (2011) gamification engages players in problem solving. Also

Whitson, R. J. (2013) assert games shape human behavior. The two premises here

are to create personal motivation, problem solving, and to assist in developing

personal strategies to encourage healthy eating habits. The idea includes

elements of feedback loops and challenges. The feedback loops are designed

to provide food choice information at an individual player level, yet broaden its

reach to the player’s social loop.

{ 78 } Gamifi cation In The Context of Healthy Eating For College Males /// Studies: 7

6.1.1 Challenge MeChallenge Me is the starting point for a player to commit and develop personal eating

strategies for daily food decisions. Strategies are avoided by males when making a food

decision. The objective is to create personal food strategies. While a player sees personal

information tracked in Challenge Me it allows the player to interact with that information. A

player can select a challenge to play. The player can monitor how well one is doing for that

challenge with the use of progress bars (Fig. 6.1). Players can readjust their goals to meet the

challenge or make preset buttons (Fig. 6.4).

Figure 6.1 Challenge Me interface displaying overall goal completion and the breakdown into individual infl uence values.

{ 79 }

Figure 6.2 Challenge Me interface displaying the adjustment of goals, which can occur at anytime.


OR

DE

R O

F S

EQ

UE

NC

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Figure 6.3 Challenge Me screens in sequence order from data upload to interaction.

{ 81 }

Figure 6.4 Challenge Me user presets (left) users can adjust quickly (right).


Hair Mustache Ears Glasses Mouth

Location Size of meal Sugar Health Value Mood

FACE VALUES

6.1.2 Face-OffIn my investigations I wanted to create a competitive environment using information that a

player establishes. I researched the Chernoff faces, which display data in the shape of a human

face. The Herman Chernoff study shows how to visualize information in a different way. The

idea behind Chernoff is that using facial features, such as ears or mouth, a player can easily

recognize the face and notice small changes without much difficulty (Fig. 6.5). I applied these

visualizations into the context of gamification. Players can look on the map to see if other

players are around. Players would then send an invitation to another competing player on the

map. A competing player can decline or accept the challenge (Fig. 6.7).

The Face-Off is a battle to determine which Chernoff faces is the better health value. The battle

motivates players to strive to make better health decisions within those values. The battle

incorporates a feedback loop among community players. The feedback loop creates a sense

of partnering to develop healthier eating habits. The battle consists of three rounds and the

winner is the player who wins two of three rounds. Before each round players select a face

feature (Fig. 6.8). The highest value wins the round. Players can see how many rounds they

have won as indicated on the status bar on the bottom of the screen. The winner of the battle

displays his avatar with a crown and confetti (Fig. 6.9).

Figure 6.5 Face-Off five “face values” linked to five values a user is tracking.

{ 83 }

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Figure 6.7 Face-Off display interaction a user will see when accepting or denying a “Face-Off .”

{ 85 }

Figure 6.8 Face-Off sequence displaying the fi rst round of a challenge where users chooses their best “face value” to go up against another users.

Figure 6.9 Face-Off sequence displaying the winner of the challenge. The features that are displayed in red represent the number of rounds won.

Figure 6.11 The winner will get awarded a fl ag for the battle.


6.1.3 Face TimerStill using the Chernoff Faces, a player can see when diff erent values change over time.

Face timer gives the player an avatar face but allows the player to select what time he

would like to view eating patterns (Fig. 6.11). The player can set the time in two diff erent

ways. First, if the player sets the time past the current time, he can view an animation of

the avatar’s face changing over time (Fig. 6.12). In addition, a player can set the Face Timer

in the future and watch a live morph . This activity uses time as a way to link eating habits

to one’s personal self-assessment and accountability. Face Timer also gives the player the

ability to compare diff erent times together. Players can use Face Timer to better position

themselves in the Face-Off .

Figure 6.11 Face Timer demonstrates the progress a user has made on his values using a ‘Live Morph” or a “Past Morph.”

{ 87 }

Figure 6.12 Face Timer interface demonstrating a user’s interactions with “Past Morph.” This helps the user to see the progress made during a chosen time span.


6.1.4 Face the FactsFace the Facts is a quiz style environment to test player’s knowledge of personal food choices

made within given values (Fig. 6.13). As noted, PCFM details the values as taste, convenience,

cost, health and managing relationships. The avatar displays real-time status once the game

starts. At the bottom of the screen displays the food items being track. The player drags that item

to any of the facial features on the avatar he think aff ects it the most. For every right answer,

a player is rewarded points and time on the clock (Fig. 6.14). If a player selects the wrong face

feature, he receives a red circle. Three wrong answers lose the game for the player.

Figure 6.13 Face the Facts start screen.

{ 89 }

Figure 6.14 Face the Facts interface demonstrating the user interaction. The user is trying to fi gure out which value is aff ected more by the quantifying item.


6.1.5 Meet UpAs noted in the PCFM, two values strongly control a food decision: how someone manages

relationships and taste (Fig. 6.16). Meet Up creates a space for players to gather and make trade

offs together. A player selects a place or the food environment most agreeable to everyone

to meet (Fig 6.17). Then everyone who is invited rates the environment, makes comments

or adds a new food environment (Fig. 6.18). The rating system is a set of slider bars, which

influences the circle. The circle exhibits the interaction between players. A distorted circle

displays a less than desirable environment. The goal is to find a place or food environment that

everyone can enjoy and that meets personal food values. Once this happens the environment

with highest rating and smoother circle will display. A player can be voted a hero by other

players based on the leadership role in helping the group select a healthy eating environment.

The food environment is important in context because it considers how food is prepared,

where the food is acquired that directly affects food-eating habits. The function of rating and

commenting on an environment establishes an approved reference list of acceptable food

environments.

Figure 6.15 Meet Up interface demonstrating the user interaction rating a food environment with friends.

{ 91 }

Figure 6.16 Meet Up interface demonstrating the use of comments.


6.1.6 Lights UpBased on my case studies, I found players are attracted to smart devices in making behavioral

changes. As noted in the HAPIfork case study utilizes smart device tools to change behaviors.

Lights Up takes the focus off the smart device and returns it back to the meal at hand. Lights

Up is a challenge based on the trend to eliminate phone use during a meal with others. Once

everyone has placed their orders at the restaurant personal phones are positioned at the center

of the table. Each player is given a vintage light bulb sign in the name of the current location

(Fig. 8.18). Using GPS the smartphone pulls the name of those food locations up on the screen.

The GPS also picks up who is playing the game at the table. If a player pick ups or uses the

phone he is penalized a light during the game (Fig. 6.17). The player with the lowest amount

of lights wins. After 30 minutes, a player can leave the game once he has fi nished eating at

the food environment or does not want to play anymore. The objective is to introduce critical

thinking and behavioral changes to eating habits.

Figure 6.17 Lights Up interface showing user being penalized for interacting during the game.

{ 93 }

Figure 6.18 Lights Up screens demonstrating the lights on and off, which acts as the status bar.


6.1.7 Refl ective PoolThe Refl ective Pool captures eating information throughout the meal based on GPS

technology. Refl ective Pool engages the player to review information that was collected at

each station. Based on GPS data acquired details are provided of locations and meal item

choices (Fig. 6.20). The player is able to complete a grid chart that visually displays the

information (Fig. 6.19). The information at this point can be used for future daily eating

strategies or modifi ed based on what the player wants to achieve.

Figure 6.19 Refl ective Pool start screen before user interaction.

{ 95 }

Figure 6.20 Refl ective Pool sequence demonstrating the user’s portion being entered in at each dining station.

{ 97 }

Conclusion And Recommendations 6.2My investigations into the role of gamification in college male eating habits has

opened the doors to my awareness and use of games. College males campus

eating habits do not follow healthy eating guidelines. The premise of this study

suggests the opportunity to motivate and inspire males on the importance of

healthy eating using gamification. Literature reviews suggest the opportunity to

educate males on the importance of healthy food choices and encourage healthy

eating habits. In addition, there are few applications, food programs, and support

groups available to guide males to better eating habits.

Drawing upon the Personal Conceptual Food Model contributed to my

understanding of food choices and the interaction between individual food

decisions and one’s life course. The investigations around the potential contact

points are possible scenarios and are a springboard into deeper examinations of

how gamification could be employed.


Acknowledgments 6.3MOM

For all the late night calls, Skype, Google

Hangouts. I could not have done this without

your help and support. I am always trying to be

like you.

CRYSTAL GARDNER

You cheered me up so many times when I was

down about school. You showed me that it

takes time to do what you want.

DAD

Thanks for your support.

STEPHEN SHIELDS

What can I say? Octopus. You are the best thing

about North Carolina.

RYAN FOOSE

We are desk buddies for life. Thanks for your

advice regarding life and design. I will never

forget our talks.

WILL WALKINGTON

You help to instill a new level of smart into

my life. Thanks for building a smarter me and

projects.

{ 99 }

KEZRA GRACE

You inspired me to add goofy and weird hints

to my projects and to understand not to take

things so seriously.

VICTORIA BYRUM

I loved our one-one meetings in the upstairs

studio. You helped me stay the course.

JERI-LYNN GEHR

I am your mentor, so you had better not mess

it up next year.

DENISE GONZALES CRISP

A year and half of pushing me has made me a

better designer and thinker. You can expect a

cat gif from me.

DEBORAH LITTLEJOHN

My writing has gotten a lot stronger because of

your advice.

SCOTT TOWNSEND

Thanks for reminding me to keep it simple.

AMBER HOWARD

Thanks for guiding me on my design path.

The time you spent with me clarifi ed my thesis

subject and design studies.

MEREDITH DAVIS

Thanks for believing in me. You saw my

potential when I did not see it in myself.

MICA

I would not be at NCSU without the lessons

learned. You helped start my design journey.

PROJECT M

Two weeks in Alabama aff ected the course of

my thesis. The meaning of making stuff that

matters will always be carried with me.

{ 101 }

APPENDIX

{ 102 } Gamification In The Context of Healthy Eating For College Males /// Appendix

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THESIS RESEARCH INTERVIEWS 7.1.2Interview #1 - Lisa Eberhart, Registered Dietitian

North Carolina State University

Sean Gardner - I am trying to figure out eating behaviors, especially in males

and different ways they interact with food specifically in the college age range

because that’s the time when they are away from their family they actually have

that independence in eating. So I’m trying figure out if graphic design can create

a system or build an application that will help them monitor what they’re eating

and help them understand what they are eating and where they are eating and

eventually encourage other people to get into this healthier eating habits and

help them understand what they are eating. And when I was reading literature,

it was like yes, you should definitely look at the difference between males and

females and look at this age range. so that’s why I was looking kinda particularly

interested in this college age range since they have this independence, first time

actually understanding like the elements of what they eat.

Lisa Eberhart - I think the college student that first comes to campus, especially

male students, this is just my observations, I don’t have any good data on it, Is

they stay with the same behaviors they had before, but they just eat more ……

(laugh) Maybe they don’t eat more they eat often, so if they eat a lot of fast food

in their home of origin, they probably eat fast food here. ….. so if they had more

home style entrees and items they might gravitates more towards those. I don’t

see a lot of concern about health and wellness

Sean - Ok

Lisa Eberhart - With college age guys, except for the ones that get into

bodybuilding or want to lose weight or just want to get in shape in general,

especially ROTC types, or where they are kinda compelled to be a certain body

weight, their very interested in what they are eating. Guys like technology, you

know, uh . . cause we have IPads at every dining hall, where they can click on

and find out the calories, we also QR codes at the point of sale, where they can

scan it with their phones they can get the calories, protein, carbohydrates, fat.

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But I don’t know if that have much impact on behavior. . maybe it does?. We

link our foods here at state with Myfitpal which is an app. .that calculates for

you specifically so you put your height, weight, your age, your gender and it

calculates the calories you eat to maintain your body weight, to lose weight or

gain weight whatever you put in is your parameters. And uh, then you put your

and put your exercise in and it calculates amount what shows you where you’re

at as far as your goals are. . .for calories, and where you’re at for their Healthy

general healthy diet goals. So you know so if your way above your fat allotment,

or way above your carb or protein allotment it tells you or if you have met those

things. But as far as Guys, in general hum, I don’t

Gardner - Do students come in here have meeting with you?

Eberhart - Yeah, counseling, and the majority of those , I would say, all are guys,

that are athletically driven, they want to improve their athletic performance,

or weight loss, sometimes when they first come to college if they have been

overweight as teen they sometimes they think I want to try to lose weight,

sometimes their family of origin wasn’t a good place to try to lose weight, maybe

they had some other weight issue there. Some of them will come because they

have to because they’ve developed diabetes or high blood pressure or something

or they’ve just discovered allergies or food allergies and they don’t know what to

eat, that’s the majority of the guys I see.

Gardner - Cool . . . So what other roles or functions do you do here on campus,

because I know they do a lot here at NC state, it like just blew my mind.

Eberhart - I just. . . .this . . .I just gave a talk for the Department of Nutrition, so

here’s this is what. . . . .so basically we do a lot of nutrition stuff here, a lot

Interview #2 - Dr. Sarah Ash, Professor, Nutrition

North Carolina State University

Sean Gardner - I am Sean Gardner a Master Graphic Design student and my

thesis revolves around nutrition and the college age and where design can

intervene. so if its a system or some type of application or computer program. So

far I have talked to the nutritionist on campus and reading literature.


Dr. Sarah Ash - Which nutritionist did you talk to?

Gardner - Lisa

Dr. Ash- Lisa Eberhart

Gardner - yeah. And reading literature about this age range. So that what I am

doing. Can you give me a little background about yourself?

Dr. Ash - Sure, So I’ve been teaching here since 1988. Teaching. came here

just to teach. I teach the large intro class that has about 300-400 students per

semester, then I teach a variety of other classes. Then 1998, have been the

coordinator for the nutrition undergraduate program. . . .creating structured

guided reflections for experiential opportunities for students.

Gardner - Cool. . . . . So What are some of the challenges of teaching good

nutrition for student at undergraduate level?

Dr. Ash - Ahhh, i think the two basic challenges are the access to opportunities

to put into practice what you learn and then just do they have the motivation to

do it. Is it top on their priority . For many students it isn’t and for those it is just

hard to put it into practice what they learn. I think its getting better here on the

campus. I think Lisa has done a good job with Dining services. She will tell you

that a lot of students just want Chicken nuggets and french fries.

Gardner - That’s true, I was shocked at the things that they were on this

campus. When I was undergraduate it was here’s the salad bar. . . .So one of your

colleagues said you do journals with students at the undergraduate level.

Dr. Ash - You mean food diaries?

Gardner - Yeah.

Gardner - So is that, is that the kind . . . . What the kind of information ?

Dr. Ash - So I do that in my intro class that’s a required project for the student

each semester and we have a computer program that analyze it. Then they have

a series of questions they have to answer about what they learned about the

quality of their diets. It is eye opening for the students. Many of them discover

that they like fruit but they ate no fruit. That is probably one of the major

themes. A lot students just do want pay extra for this type of food. We have these

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conversations off an on where your priorities are. Where students will think

nothing of going to a bar and paying $7 for a drink or pay an extra .50 cent for

orange juice versus a coke. . . . .its just a completely different kind of mine set.

Gardner - Are there any other tools beside the journals that help students track

this information.

Dr. Ash - There are a lot of apps, you are probably aware of these apps, then I am

actually surprise students use those apps on a good day. I see it come and go,

but its not uncommon for a student who hear about this project that they have

to do in class, come up to me after calls and show me this app on their phones,

and they want to see if they can transfer the information. . . . . .Which the answer

unfortunately is no. but, Ahu, What I think is interesting there is that I’m seeing

more and more males interesting than back in the 80’s or 90’s. there are a lot

more guys interested in a positive way, for females in the past its usually been

around restricting calories and trying to lose weight, so being aware of what

their eating often times was done in an unhealthy context.

Gardner - Yeah.

Dr. Ash - I know that there are eating disorders with males, I know clinicians are

seeing more of that. What I see more is guys interested in having the healthiest

diet possible to maximize their fitness goals.

Gardner - So its more related to their fitness

Dr. Ash - Right, they want to make sure they get enough protein, they may be

interested in their weight but they’re more interested in their lean tissue and

being able to engage in the physical activity they want to. So I would say for

them its a little more positive, but I’m sure some of that can evolve into problems

but, they tend to have, surprisingly have good diets.

Gardner - Yeah, that interesting, are there or is this a period from high school

and college where they are really experimenting food or ?

Dr. Ash - That I really couldn’t you because I don’t ask those type of questions,

ahum, so I don’t know how long they’ve been engaged in that kind of activity.

Gardner - When do you think people start understanding their nutrition and

food behavior? is it at an early age or does it become more defined when they are


a little bit older?

Dr. Sarah Ash - I’m not sure. . . . .I’m not sure it’s necessarily early age related. My guess its

more life related, something happens to you like an opportunity to do a food diary or you are

forced to do something to become more aware of your diet. Or you become ill or a close family

member is diagnosed with a condition that is diet related. I do have students you have families

that have strong histories of whatever it might be. . . .heart disease, diabetes, so they are already

thinking about their diets. because of that. then there are other students that just don’t care,

they never care, I don’t see that as a . . . . . I know that in the past, I haven’t kept up with the

literature but maybe 10 or 15 years ago relative to triggers for making dietary change of course

you know and have learned behavior change around anything but especially around diet is

very very challenging.

Gardner - Yes,

Dr. Sarah Ash - Ahu, I know in the past there has been some literature that suggested that for

men behavior change was most likely to be triggered, most common trigger was some kind

of health even, like a heart attack. So you live your life drinking and smoking then you have a

heart attack then suddenly you get religion and start thinking about your diet. then for women

triggers tend to be more emotional like a divorce or going to their high school reunions

something like that. I don’t know what the literature says these days.

Gardner - We were talking about men but are females more aware of their nutrition or is it

equal?

Dr. Ash - I would say that women are more interested in nutrition, continue to be more

interested, when I look across the number of nutrition majors we have, because the majority

of them are women. So I would say their interest in the topic is greater. How much of that

translate into their behavior . . . . Women. . .there certainly more women concerned about

nutrition but the driver for women historically and continues to be weight control. To me

one the misconceptions it that women are more health conscience, often hear that, it is true

women go to doctor more with the intent to engage in preventive behaviors but some of that

is related to childbirth and forced to go to the doctor. But I think the other issue for women

is health conscience really means weight conscience. Therefore those two things are not

synonymous, as I said before women are managing their weight in very unhealthy ways.

Gardner - So should someone looking at nutrition target males and women differently?

Dr. Ash - I can’t. . . .I’m not sure that I know the answer to that question, that would be the sort

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of thing, then again its possible that there is literature out there, I can’t say that

I’ve looked at the literature. I know that, I assume they published on this, but

several years ago an institutional effort, I can’t remember where interventions

took place just one university or multiple they came together wrote a grant for

a couple million dollars from the USDA to develop some programming around

improving the quality of college students diet and it was pretty much a failure. I

can tell you the names of some of the people you might search.

Gardner - ok

Dr. Ash - Adrianne White, I believe that’s how she spells her name. Ahu, Kendra

Kettleman, I think

she is at the university of south dakota, at any rate, if you have any trouble

finding it just let me know.

Gardner - ok

Dr. Ash - But I just went to a presentation they gave, I don’t remember the

degree they, sounded like they really hadn’t done their homework ahead of time.

They hadn’t done the kind of focus group work probably necessary to figure out

what resonants, are you familiar with the term social marketing?

Gardner - Kind of

Dr. Ash - The concept of social marketing is you take the principles of marketing

and apply for public good. . . .social good rather than for profit, and I think that

the public health has been slowed to really adopt those principles of marketing.

. .what really does resonant? I could come up with some potential theories but

I don’t think you really know until you talk them out and its always amazing

to me what you learn from those kinds of experiences that you would never

had thought,particularly given your own lens that you look at things. We look

at things from an age, generational lens, a cultural lens, a gender lens and the

public health interventions are litter with examples where you have pick your

category of people, white middle-class women making assumptions about what

all these other people might think about something. One of the most recent

examples I find really fascinating is this concept of calorie posting on fast food

menu boards and of course New York city implemented several years ago and

a study came out a year after it went into effect to see what kind of impact


it had on purchasing behavior and it was one study but researchers found

that if you look at the fast food restaurants in particularly in limited resource

neighborhoods, you found . . . .it was a controlled number and in a sampling

of New Jersey, particularly in hispanic males, they consumed more calories.

Something that had not occurred to anybody, maybe people would see this as a

way to see how much more can I get for my money.

Dr. Ash - We of course in the public health, think people would be just horrified

at the number of calories in a whatever, and I should get this lower calorie thing.

This is just one of thousands of examples where it just didn’t occur to people

that someone else might take that and come out with a completely different

perspective.

Gardner - Are there any tools or models to help people to understand their

nutrition?

Dr. Ash - Well, you know there’s all these apps, phone apps, there are websites,

but many of them are not free and then there’s myplate.gov, or choosemyplate.

gov the offical name, and of course like health.gov webiste its kind of clunky. .

. .(laughs). . . .who could have predicted it? . . . .its a shame because it is free and

has lots of great information, it has a tracker, a diet tracker feature that you can

use although it is kind of clunky. When I have students use it as a homework

exercise I always tell them you can not do this at the last minute because it

will crash, am sorry. . before warned . . you need to give yourself enough time

a couple of shots at making the website work. Of course nobody has heard of

it, but in theory, its actually pretty cool because you can type in foods into the

database and it has this cool little visual that shows you how many servings of

grain, fruit, vegetables, meats you are accumulating and it keeps track of what

it considers extra calories, like sodium, saturated fat, I’ve know people who has

used it to lose weight but you have to be patient and you have to be dedicated.

That’s the thing, there all these tools but first you have to want to use them.

Gardner - Yeah, feels like adding all this stuff for behavior with no change.

Dr. Ash - Yeah, what’s interesting about that website is it was, this is the

challenge in working with people ugh. . so you know the old pyramid, the old

food guide pyramid?

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Gardner - Yeah,

Dr. Ash - When the USDA, every five years or so, they look to see if they need

to make changes or update, whatever, they conduct focus groups asking what

they like about it or what they don’t like and people find fault with it and they

are always deflecting responsibility. . . .its not my fault, its your fault because you

have this lousy visual that doesn’t help, they complain that the pyramid was too

complicated, didn’t understand it, people would say just tell me what to eat. I

don’t want to have to read this, just tell me what to eat and that happened at the

same time the internet becoming mature and so the USDA folks said ok, we’ll

just tell people what to eat, like fad diets tell you what to eat. So they created this

website and people have to go to this website. So if people don’t go to the website

what is their excuse, they’ll say the website takes too much time, too much effort.

So what you want us to drop food from the sky, what do you want us to do? So its

a challenge, people need to be motivated. Vast majority of people don’t put value

on putting in the time. They’ll spend their money on other things.

When you comparing the US to Europeans, we want food to be fast and quick

and cheap and that is the conflict.

Gardner - OK, that’s all the questions I have, do you want to add anything else.

Dr. Ash - I don’t think so

Gardner - Well, I really appreciate the time and thanks for rescheduling

{ 115 }

Dining Hall Observations 7.1.3In each observation, note the time and Dining Hall as part of the reference. Additionally, take

pictures of the environment, if possible, as well as student behaviors and portions. Write a

general observation of the experience, such as if the Dining Hall was crowded and if it was

staffed appropriately to help make food choices easier.

The first observation will examine the Dining Hall food environment.

MONDAY, OCTOBER 28TH - EVENING 6:30 P.M., DINNER

Students used dinner time to meet with friends or see other people. They paid

for food and either got in line or claimed a table. Students would conduct a

sweep to see what kind of food was offered for the day. Most students went for

the pizza and chicken station. The fresh food did not have a line at the time. The

salad bar offered a lot of different vegetables on that day. My observation was that

this appeared to be prime dinner time. It was easy to determine what food was

meat-centered or vegetable-centered based on food signage.

HOW EFFICIENT IS THE LAYOUT OF THE ENVIRONMENT?

The layout is overwhelming and confusing. Students are greeted by the cashier,

and from that point the layout spans in many directions. Students would either

find a seat and “claim” it or go straight to find foods of choice. There was no

signage directing students where to go from one point to the other. In terms of

creating food behaviors, there was a small area where the food was presented—

buffet style. The layout of the food is determined by how it’s cooked. The pizzas

are placed in front of the oven they are prepared in; the burgers are placed

in front of the grill they are cooked on; and the pasta is placed in front of the

cooktop. There are three sections for food and drink choices: foods that are

prepared, foods that students prepare themselves, and drinks. The foods that

students prepare, i.e., a salad, are set at the front of the buffet. The drink section

has soft drink products, PowerAde, and then, seemingly as an afterthought,

water. For dessert, there is a separate station for ice cream, brownies, etc.

IS THERE AN ENTRYWAY INTO THE DINING HALL THAT EXPLAINS THE

PROCESS? ARE THERE SUFFICIENT FOOD STATIONS?

There isn’t any kind of signage that directs flow around the cafeteria. When

individuals enter the cafeteria past the cashier, they are on their own to figure

out the surroundings. There are sufficient food stations, unless you do not eat

meat. For non-meat eaters, there isn’t a variety of choices.


WHAT IS BEING SERVED?

On the day of this observation, pizza, burgers, tacos, fried chicken and fish,

salads, and cereal were served.

IS THE SIGNAGE APPROPRIATELY DISPLAYED AT ALL CENTRAL POINTS?

Are there maps for restrooms, fire exits, etc.? When you enter, are there

directions? Are there details noted to avoid confusion? How is the lighting/

colors, etc.? Are there daily menus with calorie counts or notes about nutrients?

There is no signage anywhere for directions. There are no maps for restrooms

or directions to service lines. However, there are clearly marked signs for fire

exits. There aren’t any details to avoid confusion, but there is one warning sign

for those who may have peanut allergies. The menu items are labeled with QR

Codes that require students to have smartphones in order to scan and display

nutritional facts. It seems an afterthought and is a passive way to reach those

concerned about such information. This also is a concern in terms of portion

control considering the buffet style. Students can literally have all they can eat, or

not, based on personal discretion.

HOW IS INFORMATION DISPLAYED? IS THERE USE OF KISOS OR DIGITAL

DISPLAYS? WHAT TECHNOLOGY IS BEING USED?

QR Codes and signs on the wall communicate where the food is from, and

information on the napkin holders displays the “Fresh Start” as well as how to

access a dietitian.

The second observation will view student behaviors.

TUESDAY, OCTOBER 29TH - MORNING 9:00 A.M. BREAKFAST

Monday’s observation concentrated on what students should eat. Today the food

decision process seemed to be at a slow pace. There were no lines, and students

did not feel guilty about being in the way to see what was offered. Many students

ate by themselves and had homework or their phones next to them.

WHAT IS THE GENERAL STUDENT MAKE-UP? IS IT MORE FEMALES OR

MALES?

More males were present at this time. Students were eating quickly and then

leaving the Dining Hall.

{ 117 }

WHAT STATIONS ARE BEING VISITED BY EACH GENDER? IS THERE SOCIAL

INTERACTION?

When viewing the food, students checked the various food stations and then

made their choice. At this time, there was little social interaction between

individuals. The usual greetings were exchanged, such as hello or a head nod. At

this time, there were more males at the Dining Hall.

WHAT PERCENTAGE OF STUDENTS EAT ALONE? ARE THEY STUDYING

OR INTERACTING WITH A MOBILE DEVICE? ARE THEY READING OR

STUDYING?

During the morning observation, there were more students who ate alone. Most

of them were either on a mobile device or reading.

DO THEY TAKE TOO MUCH TIME TO DECIDE WHAT THEY WANT TO EAT?

DO THEY SEEM TO KNOW WHAT THEY WANT TO EAT BEFORE GETTING TO

A FOOD STATION?

While observing students’ selection of food in the morning, it appeared to be

based on visual walk around to all food stations before making a choice. Student

seemed to think a little more before making a choice. At dinner time, most

students talked to friends and made decisions quickly.

COULD YOU DETERMINE IF STUDENTS MADE FOOD CHOICES BASED ON

MONETARY, FOOD QUALITY, CONVENIENCE (WHAT IS QUICK), OR WHAT

SMELLED GOOD (SENSORY)?

Students seemed to already know what they wanted. These factors (monetary,

food quality, etc.) were not a factor, in that these food items are served repeatedly

through the course of the week.

DID STUDENTS ASK QUESTIONS OF THE SERVERS REGARDING FOOD PREP

OR NUTRIENTS?

No.


The third observation will view student portions and set-up.

THURSDAY, OCTOBER 31ST - NOON LUNCH

Students seem to be between classes or finishing their day. Students came in

with backpacks on and had more items with them. This observation appeared

to follow the same general observation as the student dinner dining experience,

which was more social in nature.

ARE THERE SERVERS AT EACH STATION? IS IT SELF-SERVE?

It is a buffet style, serve what you like.

DO STUDENTS GO BACK FOR SECONDS? IF SO, WHICH STUDENT GROUP

GOES BACK FOR SECONDS MORE OFTEN, FEMALES OR MALES?

A few males would go back and get seconds. Females tend to eat what they have.

IS THERE MUCH WASTE OR LEFTOVERS ON PLATES AFTER EATING?

Plates would not have that much remaining. It appeared that students finished

what was on their plate.

IS THERE GREAT AMOUNT OF FOOD AND DRINK CHOICES?

It was really difficult to find water. There is a large amount of soda from which to

choose. Students can also get juice at any point.

ARE THERE HEALTHY FOOD CHOICES? ARE THE HEALTHY CHOICES

SCARCE?

There is an adequate amount of healthy choices since the school provides for

vegetarians and vegans.

WHAT COULD THE DINING HALL DO BETTER TO MAKE FOOD CHOICES

FOR STUDENTS?

The fourth observation will view SUB.

WEDNESDAY, OCTOBER 27TH - NOON LUNCH

The new Talley student center offers five new food sections available to students,

as well as a broader range of other customers. Specifically, the commercial food

offerings were Jason’s Deli, Red Sky Pizza Company, Tuff’s Diner, Los Lobos and

Telly Market. Each one offers a specialized food branding. The age demographics

range is broader than the Dining Hall. There was a mix of younger and older

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customers. Once again, it was a time for people to Meet Up with friends during

their time on campus. Some people were not eating or brought their own lunch.

People by themselves would have some kind of mobile device or reading on

which to focus.

The fifth observation will view SUB touchscreen displays.

MONDAY, NOVEMBER 4 - 10:00 A.M., MORNING

The touchscreen system was still down.

{ 120 } Gamifi cation In The Context of Healthy Eating For College Males /// Appendix

{ 121 }

gamification in the context of healthy eating for college males

Documents

college males gamification

college eating habits

college malessean

college freshmen

year college students

context of healthy eating

eating behaviors

value of gamification