GreenKSA: A Theory-Based Gamified Application to Foster Pro-Environmental Behavior in Saudi Arabia
Abstract
1. Introduction
2. Literature Review
2.1. Related Works
2.2. Theoretical Background
3. System Design and Features
3.1. GreenKSA Features (Aligned with SDT and Mapped to TTM)
3.2. GreenKSA Artifacts
4. Evaluation
4.1. Study Design
4.2. Procedure
4.3. Instruments and Analysis
5. Results and Discussion
5.1. Usability Findings
5.2. User Experience Findings
5.3. Discussion
5.4. Limitations and Future
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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| Related Work | Tool Type | Features & Engagement Mechanics | Theory Integration | Cultural Adaptation | Multi-Domain Coverage |
|---|---|---|---|---|---|
| [13] | Web App | Daily eco-missions, Progress tracking, Feedback, | Not explicitly grounded in a unified behavioral framework | Not tailored to specific culture | Includes classifications of environmental habits. |
| [15] | Mobile app | Feedback, Peer comparison, Usage tracking | No explicit behavior-change theory integrated | Not tailored to specific culture | Energy consumption in households |
| [18] | Mobile app | Energy awareness + dashboard, Competitions, Personalized messages | Not operationalized as a unified framework | Not tailored to specific culture | Energy consumption, Workplace context |
| [19] | Web app | Food-saving tasks, Data dashboard, Feedback, Reminders | Not operationalized as a unified framework | Not tailored to specific culture | Focused on food waste, Campus context (students) |
| [20] | Online platform | Quizzes, Team tasks, Rewards, Leaderboard, Feedback | Not explicitly grounded in a unified behavioral framework | Not tailored to specific culture | Academic context (university) |
| [21] | Mobile app | Gamified mobility tasks, Challenges, Scoring, Leaderboard, Behavior tracking | Not explicitly a unified behavioral framework | Not tailored to specific culture | Focused on mobility |
| [22] | Mobile app | CO2 visualization, transport & energy Data tracking, Progress feedback | TTM operationalized as behavior-change framework | Not tailored to specific culture | Household heating, and transportation |
| [23] | Mobile app | Mobility challenges, Eco-feedback, Goal-setting, Rewards, Social comparison | TTM fully operationalized as behavior-change framework” | Not tailored to specific culture | Focused on mobility |
| (our app) | Mobile app | Knowledge content, Quests, Points, Badges, Streaks, Freezes, Leaderboards (friends & community), Dashboard, Notifications, Challenges, Progress tracking | SDT + TTM fully integrated across app stages | Saudi-specific cultural elements | Home, workplace, mobility (context-segmented) |
| Gamification Element-App Features | Supported SDT Needs | Conceptual TTM Stage Alignment & Role |
|---|---|---|
| Multimedia Content (Figure 3) | Competence | Supports early awareness building in Pre-contemplation and strengthens confidence in ability to adopt PEB during Contemplation by making ecological knowledge clear and actionable. |
| Feedback (Figure 4) | Competence | Provides real-time behavioral reflection, guiding correct action interpretation in Action and offering recurring motivation cues to sustain habits during Maintenance. |
| Quests (Figure 5) | Autonomy | Enables users in initial TTM stages to believe that environmental action is possible, increases self-confidence during Action, and reinforces habit ownership during Maintenance through optional task flexibility. |
| Points (Figure 6) | Competence | Provides immediate reinforcement for daily PEB during Action and strengthens perceived skill growth to support consistent habit performance during Maintenance. |
| Badges (Figure 7) | Competence | Earned at meaningful milestones to celebrate consistency, reinforcing motivation momentum across later TTM stages without becoming the sole driver of action. |
| Streak (Figure 7) | Autonomy, Competence | Reinforces voluntary daily engagement during Action and supports continued habit building during Maintenance. |
| Progress Bar (Figure 8) | Competence | Supports self-monitoring during Action and reinforces ongoing achievement perception and long-term consistency cues during Maintenance. |
| Challenges (Figure 8) | Competence | Structures goal-oriented participation in Action and strengthens habit stability and routine reinforcement during Maintenance. |
| Leaderboards (Figure 9) | Relatedness, Competence | Encourages social motivation and shared progress, supporting engagement continuation in Action and commitment reinforcement in Maintenance by linking performance to community contribution |
| Content Unlocking (Figure 9) | Autonomy, Competence | Rewards consistency by unlocking new features, encouraging progression during Action and reinforcing sustained engagement in Maintenance. |
| Competition (Figure 9) | Autonomy, Competence | Encourages self-chosen participation in the Action stage and strengthens perceived ability to perform pro-environmental tasks, as ranking progress functions as a motivational achievement cue rather than external pressure. |
| Achievement Dashboard (Figure 10) | Competence | Consolidates personal progress visibility, increasing self-efficacy and reinforcing internal satisfaction during Action and Maintenance. |
| Notifications (Figure 10) | Competence | Prompts daily PEB at adaptive or self-selected times, supporting decision ownership in Action and continued participation encouragement in Maintenance. |
| Freezes | Autonomy, Competence | Allows occasional pausing without penalty during Action, protecting habit continuity and lowering disengagement risk during Maintenance. |
| Question No. | Question | Score |
|---|---|---|
| Q1 | I think that I would like to use this system frequently. | 3.6 |
| Q2 | I found the system unnecessarily complex. | 3.7 |
| Q3 | I thought the system was easy to use. | 3.5 |
| Q4 | I think that I would need the support of a technical person to be able to use this system. | 3.7 |
| Q5 | I found the various functions in this system were well integrated. | 3.6 |
| Q6 | I thought there was too much inconsistency in this system. | 3.8 |
| Q7 | I would imagine that most people would learn to use this system very quickly. | 3.4 |
| Q8 | I found the system very cumbersome to use. | 3.8 |
| Q9 | I felt very confident using the system. | 3.6 |
| Q10 | I needed to learn a lot of things before I could get going with this system. | 3.8 |
| Dimensions | Mean | Assessment Evaluation |
|---|---|---|
| attractiveness | 2.7 | Positive Evaluation |
| perspicuity | 2.5 | Positive Evaluation |
| efficiency | 2.5 | Positive Evaluation |
| dependability | 2.4 | Positive Evaluation |
| stimulation | 2.5 | Positive Evaluation |
| novelty | 2.1 | Positive Evaluation |
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Alturkistani, A.; Alrige, M. GreenKSA: A Theory-Based Gamified Application to Foster Pro-Environmental Behavior in Saudi Arabia. Sustainability 2026, 18, 692. https://doi.org/10.3390/su18020692
Alturkistani A, Alrige M. GreenKSA: A Theory-Based Gamified Application to Foster Pro-Environmental Behavior in Saudi Arabia. Sustainability. 2026; 18(2):692. https://doi.org/10.3390/su18020692
Chicago/Turabian StyleAlturkistani, Aeshah, and Mayda Alrige. 2026. "GreenKSA: A Theory-Based Gamified Application to Foster Pro-Environmental Behavior in Saudi Arabia" Sustainability 18, no. 2: 692. https://doi.org/10.3390/su18020692
APA StyleAlturkistani, A., & Alrige, M. (2026). GreenKSA: A Theory-Based Gamified Application to Foster Pro-Environmental Behavior in Saudi Arabia. Sustainability, 18(2), 692. https://doi.org/10.3390/su18020692

