May 2024
- Interactive Learning: We aimed to create an interactive way to approach complex problems in behaviour change.
- Application of Theory: Our game allows players to apply theoretical concepts from design thinking and behavioural science in a practical setting.
- Encouraging Creativity: We designed the exercise to promote curiosity and enthusiasm among participants, encouraging innovative thinking.
- Bridging Theory and Practice: We intended the game to serve as a bridge between abstract concepts and real-world applications in behaviour change interventions.
We structured the game around the Design Council's 'double diamond' framework, which includes four stages:
1. Discover: Understanding the problem from the user's perspective
2. Define: Clearly articulating the problem to be solved
3. Develop: Generating potential solutions
4. Deliver: Implementing and evaluating the chosen solution
This approach encourages players to engage in both divergent thinking (generating multiple ideas) and convergent thinking (narrowing down options based on criteria).
We incorporated both Type 1 (fast, automatic) and Type 2 (slow, deliberative) thinking processes into the game:
1. Type 1 Processes:
- Fast and automatic
- Operate below conscious awareness
- Triggered by external stimuli
- Quick to select and trigger behaviour
2. Type 2 Processes:
- Slow and effortful
- Operate in conscious awareness
- Deliberative and analytic
- Capable of working with abstract rules and problem-solving
Including both types of thinking, will help players understand the complex interplay between automatic and controlled cognitive processes in behaviour change.
Benefits of the Game:
1. Comprehensive Understanding: The game helps players gain insights into various aspects of behaviour change, including capability, opportunity, and motivation (COM-B framework).
2. Practical Application: We enable participants to apply theoretical concepts to real-world scenarios.
3. Enhanced Creativity: By encouraging divergent thinking, we generate innovative solutions to behaviour change challenges.
4. Collaborative Learning: The interactive nature of our game promotes discussion and knowledge sharing among participants.
5. Multifaceted Approach: We incorporate various behaviour change tools, such as those outlined in the MINDSPACE framework.
6. Improved Decision-Making: Players learn to consider multiple factors when designing behaviour change interventions.
7. Awareness of Cognitive Processes: Our game highlights the role of both automatic and controlled thinking in behaviour change.
Use in Psychology Training:
1. Skill Development: We help psychology trainees develop practical skills in designing and implementing behaviour change interventions.
2. Theoretical Integration: Our game allows students to integrate various psychological theories and frameworks in a practical context.
3. Critical Thinking: We encourage trainees to critically evaluate different approaches to behaviour change.
4. Ethical Considerations: Players learn to consider the ethical implications of behaviour change interventions (e.g., using the APEASE criteria).
5. Experiential Learning: We provide a safe environment for trainees to experiment with different strategies before applying them in real-world settings.
6. Interdisciplinary Approach: By incorporating elements of design thinking, we encourage psychology trainees to think beyond traditional disciplinary boundaries.
7. Client-Centred Focus: Our game emphasises the importance of understanding the user's perspective, promoting a client-centred approach in psychology practice.
