The document provides an overview of a behavior change design workshop presented by Olga Elizarova and Ciara Taylor. The agenda includes an icebreaker, introductions to behavior change design, behavior change theories, game design, and a game activity. The workshop aims to teach participants how to use behavior change and game design principles to create interventions that promote sustainable behavior change.

1. Presented By:
Olga Elizarova & Ciara Taylor
Behavior Change Design Workshop
Play, Collaborate, Change

2. Olga Elizarova
Sr. Behavior Change Analyst @ Mad*Pow
Curiosity. It is something that moved me from one
continent to another, enabled me to change my
occupation 360, helped me to get to where I am right
now, meet incredible people on the way and, most
importantly, helped me to not be afraid to try new things.
What is my superpower?

3. Ciara Taylor
Gameful Experience Designer
My Super Power is contagious laughter and the
ability to get people to play!
What is my superpower?

4. Agenda
Ice Breaker
What is Behavior Change Design?
Behavior Change 101
What is a Game + What is Play?
Game Design 101
Let’s Play a Game!
Pitch
Key Takeaways
Thank you!

5. What is Your Superpower?

6. What is Behavior
Change Design?

7. A set of processes and activities that are
applied to design an intervention
(product, service) that aim to change a
defined and modifiable behavior.

8. Behavior Change Design
• Thrives at the intersection of behavioral and social sciences, motivation,
data science, psychology and design.
• Aims to understand behaviors in their contexts, implement human
centered solutions and evaluate their effects.
• Differs from “regular design” by incorporating academic literature and
evidence-based methodology into the practice of design.
• Creates sustainable change by addressing the root causes of behaviors
through holistic interventions.

9. How it’s Being Used
Individual Level Intervention
Channel of delivery: Digital
Community Level Intervention
Channel of delivery: Physical environment
Policy Level Intervention
Channel of delivery: Multi-modal

10. Behavior Change 101

11. Changing something requires
understanding it first.

12. Do
Design for a population that you have
research about and people with lived
experience to draw on.
Don’t
Design for a population you know nothing
about based on assumptions.

13. Designing Using Intervention Mapping
Health
problem
Desired
goal
Groups
at-risk
Understand
behavior
Effective
methods &
strategies
Logic of
Change
Design
effective
messages,
materials
and activities
Impact Proces
s
Iteration
PRE-INTERVENTION
INTERVENTION
DESIGN
POST INTERVENTION
Eldredge, L. Kay Bartholomew, et al. Planning health promotion programs: an intervention mapping approach. John Wiley & Sons, 2016.

14. Intervention mapping is a tool for
designing, implementing and evaluating
a behavior change intervention.
Eldredge, L. Kay Bartholomew, et al. Planning health promotion programs: an intervention mapping approach. John Wiley & Sons, 2016.

15. Eldredge, L. Kay Bartholomew, et al. Planning health promotion programs: an intervention mapping approach. John Wiley & Sons, 2016.
CLIENT
VISUAL DESIGN, INTERACTION
DESIGN, EXPERIENCE DESIGN
SERVICE DESIGN
CLIENT
RESEARCH
CONTENT STRATEGY
The 6 Steps Tool
describes the iterative process from problem identification to problem solving.
BEHAVIOR CHANGE
DEVELOPMENT

16. Designing Using COM-B Model
CAPABILITY
BEHAVIOR
OPPORTUNITY
MOTIVATION
COM-B Model,
Susan Michie, et al.

17. Michie, Susan, et al. "Development of a taxonomy of behaviour change techniques used in individual behavioural support for smoking cessation." Addictive behaviors 36.4 (2011): 315-319
Goals and Planning
1.1. Goal setting (behavior)
1.2. Problem solving
1.3. Goal setting (outcome)
1.4. Action planning (develop
treatment plan)
1.5. Review behavior goal(s)
1.6. Discrepancy between
current
behavior and goal
1.7. Review outcome goal(s)
1.8. Behavioral contract
1.9. Commitment
Feedback and monitoring
2.1. Monitoring of behavior by others
without feedback
2.2. Feedback on behaviour
2.3. Self-monitoring of
behaviour
2.4. Self-monitoring of
outcome(s) of behaviour
2.5. Monitoring of outcome(s)
of behavior by others without
feedback
2.6. Biofeedback
2.7. Feedback on outcome(s) of behavior
Natural Consequences
5.1. Information about health
consequences
5.2. Salience of consequences
5.3. Information about social and
environmental consequences
5.4. Monitoring of emotional
consequences
5.5. Anticipated regret
5.6. Information about emotional
consequences
Comparison of behavior
6.1. Demonstration of the behavior
6.2. Social comparison
6.3. Information about others approval
Associations
7.1. Prompts/cues
7.2. Cue signaling reward
7.3. Reduce prompts/cues
7.4. Remove access to the reward
7.5. Remove aversive stimulus
7.6. Satiation
7.7. Exposure
7.8. Associative learning
Repetition and substitution
8.1. Behavioral practice/rehearsal
8.2. Behavior substitution
8.3. Habit formation
8.4. Habit reversal
8.5. Overcorrection
8.6. Generalisation of target behavior
8.7. Graded tasks
Comparison of outcomes
9.1. Credible source
9.2. Pros and cons
9.3. Comparative imagining of future
outcomes
Reward and threat
10.1. Material incentive (behavior)
10.2. Material reward (behavior)
10.3. Non-specific reward
10.4. Social reward
10.5. Social incentive
10.6. Non-specific incentive
10.7. Self-incentive
10.8. Incentive (outcome)
10.9. Self-reward
10.10. Reward (outcome)
10.11. Future punishment
Regulation
11.1. Pharmacological support
11.2. Reduce negative emotions
11.3. Conserving mental resources
11.4. Paradoxical instructions
Antecedents
12.1. Restructuring the physical
environment
12.2. Restructuring the social
environment
12.3. Avoidance/reducing exposure to
cues for the behavior
12.4. Distraction
12.5. Adding objects to the environment
12.6. Body changes
Identity
13.1. Identification of self as role model
13.2. Framing/reframing
13.3. Incompatible beliefs
13.4. Valued self-identify
13.5. Identity associated with changed
behavior
Schedules consequences
14.1. Behavior cost
14.2. Punishment
14.3. Remove reward
14.4. Reward approximation
14.5. Rewarding completion
14.6. Situation-specific reward
14.7. Reward incompatible behavior
14.8. Reward alternative behavior
14.9. Reduce reward frequency
14.10. Remove punishment
Covert learning
16.1. Imaginary punishment
16.2. Imaginary reward
16.3. Vicarious consequences
Self-belief
15.1. Verbal persuasion about capability
15.2. Mental rehearsal of successful
performance
15.3. Focus on past success
15.4. Self-talk
Shaping knowledge
4.1. Instruction on how to perform the
behavior
4.2. Information about Antecedents
4.3. Re-attribution
4.4. Behavioral experiments
Social Support
3.1. Social support (unspecified)
3.2. Social support (practical)
3.3. Social support (emotional)
Designing Using Behavior Change Techniques

18. What is a Game?

19. A structured form of play.

20. Benefits of Games
• Create safe spaces for exploration and experimentation
• Provide social support and influence
• Bring players together as a community
• Give players a sense of purpose and control

21. How it’s Being Used
At Home Physical TherapyFinancial Wellbeing

22. What is Play?

23. Activity engaged in for enjoyment and
recreation (especially by children).

24. Social Play
• Learning through observation
• Relationship building through shared goals
• Bring Performance in the sense of accountability, showmanship &
competition
• Emotional contagion through shared experiences

25. How it’s Being Used
Zombified Health Game Concept

27. Game Design 101

28. Fun from games, comes from
experiences of mastery. Games offer
challenges that are attainable - not too
hard, but not to easy so that we can
experience a sense of achievement and
accomplishment…

29. Do
Consider how you can design a gameful
experience using game mechanics that
will add value and meaning holistically.
Don’t
Add game design elements to an already
existing experience.

31. • Players
• Objectives
• Procedures
• Rules
• Resources
• Conflict
• Boundaries
• Obstacles
Elements of Gameplay
• Fiction
• Character
• Narrative

34. Let’s Play a Game!

35. Activity One
Understand the Problem Space

36. Problem Space Analysis
Modifiable risk factors: behaviors, social and
environmental factors
Non-modifiable risk factors : genetics, age, gender etc.

37. Select One Problem Space to Tackle
5 Minutes

38. Activity Two
Goal

39. Goal
• What can help you address this problem?
• What is the goal that you are helping people to achieve ?
• Do you know how to achieve it?
• Modify or eliminate the cause of the problem
• Reduce the risk factors
• Eliminate the problem
• Circumvent non-modifiable problems
• Remove the barriers to the desired behavior
• Enable desired behaviors changes

40. Nutrition

41. What behavior do we want to help Michelangelo change?

42. What behavior do we want to help Michelangelo change?
Help Michelangelo eat
5 servings of
vegetables per day.

43. Pick a Goal to Work on as a Team
5 Minutes

44. Activity Three
Target Audience

45. Target Audience

46. Target Audience

47. Target Audience

48. Define Your Target Audience
5 Minutes

49. Activity Four
Characters

51. 01: N00B
+ Need an Invitation to Play
+ Learning how to play the game is the game for them.
+ Make onboarding easy. Teach through doing. Immersive
tutorials
+ Fast, easy successes.
+ Telegraph future increased opportunities for action.

52. 02: PLAYER
+ Get the game and how it works
+ Have had some successes and failures and are
learning how to master the game.
+ Increased choice, opportunity, ability, anticipation of needs
satisfying experience keeps them coming back.
+ Most of a game's design goes into supporting this group.

53. 03: ELDER
+ Have been around and in the system for a long time.
+ The ‘game’ for them my be played out.
In order to keep them around, you can:
+ Create a more difficult game
+ Give them Governance Privileges
+ Make them Team Captains or Mentors

55. Pick 5 Characters (1 per person in the group)
10 Minutes

56. Activity Five
Sub-Goals

57. How can Michelangelo accomplish this goal?
Help Michelangelo eat
5 servings of
vegetables per day.

58. 1. Decide to eat
more vegetables
2. Set up a goal for
daily vegetable
intake
3. Monitor daily
vegetable intake
4. Compare it to the
goal
5. Identify barriers &
triggers
preventing him
from eating
vegetables
6. Problem solve for
the barriers &
triggers
Help Michelangelo eat
5 servings of
vegetables per day.
How can Michelangelo accomplish this goal?

59. Define Sub-goals for Each Character
10 Minutes

60. Activity Six
Determinants

61. Designing Using COM-B Model
CAPABILITY
BEHAVIOR
OPPORTUNITY
MOTIVATION
COM-B Model,
Susan Michie, et al.

62. 1. Review the
benefits of quitting
2. Compare the
benefits to
disadvantages of
smoking
3. Set up the goal to
smoke 0
cigarettes a day
4. Identify triggers
for smoking
5. Make a plan for
coping with
triggers
6. Monitor the
progress towards
the goal
Help Marla smoke
0 cigarettes a day.
What do people that achieve this goal have in common?

63. 1. Review the
benefits of quitting
2. Compare the
benefits to
disadvantages of
smoking
3. Set up the goal to
smoke 0
cigarettes a day
4. Identify triggers
for smoking
5. Make a plan for
coping with
triggers
6. Monitor the
progress towards
the goal
● Awareness of the smoking’s function in
bigger life picture
● Knowledge about benefits of quitting and
disadvantages of smoking
● Knowledge about triggers (psychological,
physiological, social and other)
● Knowledge about alternative ways to
manage triggers (coping plans)
● Skills to identify triggers and determine their
connection to smoking
● Skills and resources to carry out coping
plans
● Skills to monitor progress towards the goal
● Confidence in ability to quit
● Confidence in ability to carry out coping
plans
● Having a goal to quit smoking
● Motivation to quit and sustain cessation
Help Marla smoke
0 cigarettes a day.
What do people that achieve this goal have in common?

64. Select 3 Determinant Cards
10 Minutes

65. Activity Seven
Level Up!

67. 5 Minutes

68. Activity Eight
BCTs

69. Behavior Change Techniques
by UCL

70. Observable, replicable, and active
components of an intervention designed
to help people change their behavior.
Michie, Susan, et al. "The behavior change technique taxonomy (v1) of 93 hierarchically clustered techniques: building an
international consensus for the reporting of behavior change interventions." Annals of behavioral medicine 46.1 (2013): 81-95.

71. Problem Solving
We expect people to have factors or barriers that might prevent them from
starting a new behavior.
How to apply
Analyze , or prompt the person to analyze, factors influencing the behavior
and generate or select strategies that include overcoming barriers and/or
increasing facilitators.
Example
Identify specific triggers (e.g. being in a pub, feeling anxious) that generate
the urge to drink and develop strategies for avoiding the triggers or for
managing negative emotions that motivate drinking.

72. How many behavior change techniques should you use?
Michie, Susan, et al. "The behavior change technique taxonomy (v1) of 93 hierarchically clustered techniques: building an international consensus for the reporting of
behavior change interventions." Annals of behavioral medicine 46.1 (2013): 81-95.

73. • Goal-setting behavior
• Goal-setting outcome
• Instructions on how to
perform
a behavior
• Action planning
• Behavior Substitution
• Prompts/cues
1. Michie, Susan, et al. "The behavior change technique taxonomy (v1) of 93 hierarchically clustered techniques: building an international consensus
for the reporting of behavior change interventions." Annals of behavioral medicine 46.1 (2013): 81-95.
2. Team, Behavioural Insights. "EAST: Four simple ways to apply behavioural insights." See: http://www. behaviouralinsights. co. uk/wp-
content/uploads/2015/07/BIT-Publication-EAST_FA_WEB. pdf (2014).
Behavior Change Technique Cards
• Self-monitoring of behavior
• Providing feedback on
behavior
• Providing feedback on
outcome of behavior
• Problem solving (Relapse
prevention)
• Behavioral Contract
• Social support
• Social Comparison

74. Select 3 BCT Cards
10 Minutes

75. Activity Nine
Feedback Loops

77. 5 Minutes

78. Activity Ten
Final Challenge

79. Select 1 of Each Type of Challenge Card
5 Minutes

80. Put Everything Together!

81. Answer
What is it?
Who is it for?
What does it do?
Who delivers it?
Where does it happen?
How often would people need to interact with it for it to “work”?
Who will adopt and implement it?
Why do you think it will be successful?

82. 45 Minutes

83. Pitch

84. 5 Minutes Each

85. Answer
What is it?
Who is it for?
What does it do?
Who delivers it?
Where does it happen?
How often would people need to interact with it for it to “work”?
Who will adopt and implement it?
Why do you think it will be successful?

87. Key Takeaways

88. 1. Design for a population that you have research about and people with lived
experience to draw on.
2. Design gameful experiences using game mechanics that will add value and
meaning hollistically.
3. Play, Collaborate, Change!