Influencing identity through objects in ‘constructed realities’ : The role of a ‘diegetic prototype’ in influencing a person's sense of identity in relation to nature

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Linköping University | Department of Management and Engineering Master’s thesis, 120 credits | Design Spring 2020 | LIU-IEI-TEK-A--20/03720—SE

Influencing identity

through objects in

‘constructed realities’

The role of a ‘diegetic prototype’ in influencing a

person's sense of identity in relation to nature

Mia Shu

Supervisor: Ahmet Börütecene Examiner: Renee Wever

Linköping University SE-581 83 Linköping, Sweden +46 013 28 10 00, www.liu.se

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Abstract

Human-nature connection is recognized for its importance for our well-being, development of our environmental identity, and potentially leading to pro-environmental behaviour due to the support of an individual’s intrinsic values. However, the fostering of this connection is not supported and being implemented within society at large. This research set out to explore the causes of the weak relation to nature and identify potential design interventions to enable the recuperation of nature as part of our identity.

For this exploration, Speculative Design and Transition Design were chosen. In particular, Design Fiction as a method was adopted, not only it allowed us to speculate the future, but also materialise and explore the human-nature connection in ‘objects’. Transition Design was used due to its flexibility to explore interdisciplinary research and solutions, providing

ground for the 'constructed reality’ and enabling the built-up of a roadmap towards this preferable future.

Drivers that caused this problem were identified, and it showed how they are closely

intertwined and influenced by, or are a result of, each other. One of these is how control and illusion of control plays a role in our weak human-nature connection. Through qualitative fieldwork, some of the ‘characteristics of nature’ and factors that influence human-nature connection were mapped, and they were embodied into objects situated in a ‘constructed reality’. These material objects have taken the form of home products in a product catalogue (‘diegetic prototype’) as human-nature connection can potentially be fostered at home as well as in nature.

The response showed a potential in how a speculative ‘diegetic prototype’ can influence a person's sense of identity in relation to nature. Proving that the ‘diegetic prototype’ has an actual effect on the sense of identity would be impossible due to the complex nature of identity development as many different factors play a role. This research also provided a list of factors for designers to explore with regards to enhancing our human-nature connection through design. It has also shown the potential role of food and home in establishing human-nature connection, on which further research is needed.

Keywords: identity; environmental identity; human-nature connection; speculative design; design fiction; diegetic prototype; transition design; food; home

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Acknowledgements

First, I would not be at this moment without my mum’s unconditional love and support. And thank you to my family that gifted me with their throughout my journey for this Master. Second, I would like to express my gratitude to my supervisor, Ahmet Börütecene, for the guidance and valuable insights throughout this research project. And more importantly, being supportive and joining me in my rather chaotic discovery process, leading to a project that I am proud to share with you.

Third, this research would not generate such an outcome without the participation of my friends in the online interview and focus group :

Chetana Deshpande, Leo Chan, Hsu Wei Chang, Trazi Chui, Anubhav Dikshit, Bethany Fong, Jonas Fries, Jessica Ha, Anna-Sophia Haub, Edwin Ho, Kevin Ho, Mina Kashani, Stephane Law, Gary Lee, Megan Lee, Kay Liu, Solith Malmborg, Marc Massip, Linnea Michel, Stefan Nikolov, Sofia Pereira, Maria Pinto, Yash Premchandani, Shilpi Reema Rath, Filip Renström, Luis Rodrigues, Gaurav Savant, Tim Selimi, Sudeep Sharma, Gesche Siebke, Rasmus Sihvonen, Jasmina Skrbinjek, Kaitlyn Sun, Gloria Tam, Clement Tan, Jana Voykova, Mathilda Wallén, Verena Wittmann, Janice Wong, Afina Zahra, and Lena Ziegler.

Lastly, I want to give a shout out to a few of my close friends here as it has been a journey with ups and downs in the past two years. All of you had given me a safe space for me to be me. Chetana Deshpande and Shilpi Reema Rath, for being my support system here. Chetana, for being my partner in crime from the first day we met. Shilpi, for being the best listener and always checking up on me. Tim Selimi, for your unique sense of humour and keeping me sane during the past two years. Luis Rodrigues, for being you and always bringing your warmth and happiness. Jonas Fries, for your unexpectedness whenever I interact with you and your openness to everything. Linnea Michel, for welcoming me to Sweden and inviting me into a part of your life.

Being away from home has been surprisingly difficult for me. Thank you Bethany Fong,

Edwin Ho, Gary Lee, Kay Liu, Kaitlyn Sun, Gloria Tam, Clement Tan, and Janice Wong. I

cannot express how much I love you all and thank you for always being there for me.

Mia Shu May 2020

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1. Introduction

I want to start off with a personal story and give you a glimpse of how I got here and why I chose this topic for my research. I remember watching the documentary ‘Blue Planet’ when it was released in 2001. As a kid, I was just fascinated and in awe by nature, and by how little we knew about our ocean life. As I grew up, I became more aware of the environmental damages we are doing to our home planet, from watching documentaries, my Bachelor degree in Environmental Management and Technology, to my work at an environmental non-profit organisation. But it seems as if not much change has been done, at least not fast

enough. Through my work, I have always wanted to educate and inspire people to change for a more pro-environmental behaviour. This project is more of a personal pursuit of mine, trying to understand behavioural change and use design to explore potential solutions. I hope you will get something out of this project and maybe see something I did not notice.

1.1 Background

1.1.1 Behavioural change in relation to ‘wicked problems’

Wicked problems are a class of ‘unsolvable’ problems identified by Horst Rittel in the 20th-century (Rittel & Webber, 1973). For example, issues like climate change, drought, loss of biodiversity. As stated, they “are continually evolving and cannot be solved by a single solution from a single expert, discipline or profession. Most significantly, this type of

problem took a long time to become ‘wicked’ and will, therefore, take a long time to resolve; potentially dozens of years or many decades” (Carnegie Mellon University, 2020).

The issues that arise from climate change are known to humanity for a long time, where “the vast majority of actively publishing climate scientists – 97 percent – agree that humans are causing global warming and climate change. Most of the leading science organizations around the world have issued public statements expressing this…” (NASA, 2020). Although it is an increasingly prominent issue in the mainstream media, industry, and political agendas, it seems we are going in the wrong direction in many cases. Even with this knowledge, why has it not led to behavioural change in individuals and society? The concept of this

“knowing-doing” gap, where knowing does not lead to behavioural change has long been an interest of mine.

1.1.2 Identity and behavioural change

There are many existing models of behaviour that explain the barriers to behaviour change, both structural or psychological barriers. One of the psychological barriers to behaviour change identified is self-identity. Identity in the field of psychology “refers to people’s sense of themselves: who they think of themselves as being. Most identity theorists agree that identity influences how people respond to the broader social world and how they choose to live their lives, and that this sense of self emerges from the confluence of internal

psychological dynamics on the one hand and the social context on the other” (Crompton & Kasser, 2009).

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Crompton et al. (2009) identified “three aspects of human identity (i.e. self-enhancing and materialistic values and goals, in-group/out-group dynamics, and responses to fear and threat) often contribute to environmentally problematic values and behaviours” (p. 55). Values and goals can be said to be guiding principles in life as they affect people’s attitudes and orient people to engage in particular behaviours, as indicated in many Value-Attitude-Behaviour models and research. People who have a higher disposition on extrinsic values (e.g. self-enhancing and materialistic) tend to engage in worse environmental behaviour and attitude.

1.1.3 Identity and its relation to nature

In-group/out-group dynamics is related to our social identity, the groups to which that person feels he or she belongs. This has also extended to the human’s relation to nature,

environmental identity, which is about the sense of connection a human has with the non-human natural environment. Currently, we have a weak relation to nature, and a tendency to categorize non-human nature as an out-group. This anthropocentrism plays a dominant role in our current capitalist model of society. By categorizing them as an out-group, Crompton et al. (2009) suggested “it leads to a heightened indifference to the suffering of both individual non-human animals and the destruction of the nonhuman natural world (including other species and ecosystems)” (p. 12).

As they suggested, little theory and research have looked into “developing practical responses to prejudice towards non-human nature” (Crompton et al, 2009, p. 37), and the strategies they have proposed are based on reducing prejudice on race, gender, and sexual orientation. Crompton et al. (2009) identified strategies related to:

● reduce the iatrogenic effects1 of some environmental campaigns (p.55);

● disable the ways that society currently encourages these environmentally problematic aspects of identity (p.55);

● activate those aspects of identity that promote positive environmental attitudes and behaviours. (p.55)

And one strategy that is specific to ‘in-group/out-group dynamics’ is ‘improving contact between species’ (p. 44). So, how can design play a role influencing the ‘in-group/out-group dynamics’?

1 *iatrogenic effects - exacerbate environmental problems in the longer term because they promote those very features of human identity that contribute to environmental degradation

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1.2 Role of Design

As we have understood, the sense of connection a human has with the non-human natural environment is important in our environmental identity, how might this sense of connection translate to behavioural change? How can design play a role?

Design itself is ontological, “we design our world, while our world acts back on us and designs us” (Willis, 2006, p. 80). Due to the ubiquity of design, we are constantly interacting with the products, services, and systems we have ‘designed’. And in turn, they are also shaping our everyday life, how we see, understand, and interact with the world.

Speculative Design

Speculative design provides a new window of opportunity, “it can act as a catalyst for

collectively redefining our relationship to reality” (Dunne & Raby, 2018, p.2). It allows us to dream about how our future could be, and I believe this is what may be missing in our current time, where we are constantly putting out fires and do not know where we want to go

collectively as humanity. Dunne & Raby (2018) stated, “a story or an idea becomes a

constructed reality at the moment it is given form and materially embodied whether as an object, stage set or photograph”…and “if it is perceived to be real, then for all intents and purposes it is, as it influences behaviour, beliefs and therefore actions that have

consequences on people’s experience of the world in which they live” (p. 58). Therefore, a

potential in speculative design that can allow us to create a ‘constructed reality’, not only to redefine our relationship with reality, but also refine our relationship with nature.

To allow us to imagine this future, Design Fiction is chosen to be explored. It is important to note that the terms ‘Speculative Design’ and ‘Design Fiction’ are used interchangeably in the field due to the similarities, in particular the use of fiction. Design Fiction is regarded as more of a method where it combines approaches from product design, science fact and science fiction. It is “a way of materialising ideas and speculations without the pragmatic restraints of commercial product design” (Malpass, 2017, p. 54). Design fiction utilises ‘diegetic

prototype(s)’, where these prototypes “depict future technologies in terms of need, viability, and benevolence to public audiences. A science or technology that only exists in the fictional world is called diegesis. These objects have form and are grounded in scientific reason and potentially feasible technologies but only exist in a context of rhetorical use and in the imagination of the user” (Malpass, 2017, p. 54). Perhaps a diegetic prototype that embodies such a constructed reality might be used to influence our identity in relation to nature.

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1.3 Research Question

How might we create ‘diegetic prototypes’ that influence a person's sense of identity in relation to nature?

‘Identity’ here is referred to as ‘environmental identity’ stated by Clayton (2003):

“A sense of connection to some part of the non-human natural environment, based on history, emotional attachment, and/or similarity, that affects the ways in which we perceive and act toward the world... An environmental identity can be similar to another collective identity (such as a national or ethnic identity) in providing us with a sense of connection… and with a recognition of similarity between ourselves and others”(p. 45-46).

Through this diegetic prototype, can we enable the recuperation of nature as part of human self-identity in a ‘constructed reality’?

Delimitations:

The goal of this research is not to measure the impact or effects of a diegetic prototype on a person's sense of identity, or recuperation of nature, as there are many different factors that play a role in identity development.

The aim is to understand how a diegetic prototype can play a role in this as a design intervention and explore its potential in enabling behavioural change. Furthermore, the findings from this research may provide insights for designers and researchers on areas to explore and support a sense of environmental identity in people.

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2. Method - Connection with ‘nature’

through design

The identified ‘wicked problem’ requires interdisciplinary research and solutions. The method for this research is a combination of different approaches: speculative design, transition design and installation theory. The Transition Design framework was chosen as it provides the flexibility to explore the overlap across different disciplines and enables me to identify possible areas of intervention (see more details in Appendix 10.1). Installation theory is a framework and/or method developed by Saadi Lahlou, it describes installations as a combination of three layers of components which assemble locally to produce activity (see more details in Appendix 10.2).

I have used the double diamond to explain the design process, shown in Figure 1.

(Figure 1 - Design process for the thesis)

1. Initial Explorations

The initial explorations were aimed at understanding the root causes of the wicked problem; why there is a weak relation between human and nature. They were also designed to look at the problem from several directions and expand my perspective for further studies.

2. Literature Review

The purpose of this literature review is to understand the relationship between human and nature, and what aspects are important to the human-nature connection.

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3. Selected Design Intervention - Diegetic prototype, Product Catalogue

The findings from the research have led to us choosing a product catalogue to explore how home products as a diegetic prototype can influence the human-nature connection. The product catalogue was chosen due to the given situation of the Covid-19. It was previously planned to create a physical prototype that allows people to experience. This changed the direction of the project and the exploration of the second diamond (Figure 1).

4. Fieldwork - Online Interviews

I attempted to understand and identify the ‘characteristics of nature’ that people are connected to due to the minimal study in psychological research, which is identified in the literature review. Furthermore, the interview is conducted to understand the activities people perform at home to connect with nature. Given the situation where many are in social

isolation or quarantine. It is an opportunity to investigate whether people have made any changes to their habit to increase their connection with nature as “all individuals in a given culture tend to have very similar idiosyncratic interpretation processes; i.e. all drivers stop at the red light (or at least they know they should)” (Lahlou, 2018). But with this change in circumstances, how might we change our habits?

5. Visioning the future - Constructed Reality

Separately, I further researched into possible alternatives to the ‘present’ and built a vision for the future. This chapter will also draw results from Chapter 3 Section 3.1.

6. Designing the Diegetic prototype

Based on these findings from the interview and research, I then identified several key areas for exploration for the ideation for the product catalogue.

7. Discussion and Future work

The product catalogue embodied these qualities and ultimately led to our validation through the focus group to provide answers to the research question - whether this diegetic prototype can enable the recuperation of nature as part of human self-identity in a ‘constructed reality’. Future work was also identified on how to move this research forward.

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3. Initial Explorations

3.1 Mapping Wicked Problems exercise

The ‘Mapping Wicked Problems’ exercise2was used to understand the root causes of the

wicked problem: Why is there a weak relation between human and nature? The aim of the exercise was to look at the problem from several directions and expand my perspective for further studies. The mapping exercise revolves around brainstorming around the five archetypal areas:

1. Economics

2. Policy, Governance, and Legal 3. Technology and Infrastructure 4. Social and Psychological 5. Environmental

The exercise was conducted based on the five archetypes, I researched into a combination of readings from different fields. There were difficulties where I thought of the consequences related to this problem rather than the causes of the problem. However, the exercise was helpful as it allowed me to understand what the ‘constructed reality’ can potentially entail. Based on my understanding and interpretation, I mapped out the key causes using post-it notes and a summary of my findings with the questions asked are presented below. It is important to note that the causes identified started at different time scales and some prevailed to our times today.

1. Economics

“What issues in the area of economics/business/market forces contribute to the problem or are related to it? How do dominant ‘rules’ about business and the marketplace contribute to/exacerbate the problem?”2

Under the modern capitalistic system, the profit-driven and desire for continuous growth as a means to achieve our so-called ‘development’ and ‘progress’ has led to a rise in hyper-consumption, and as a result, there is also a desire of standardization and uniformity to increase efficiency and profit. A rising shift to focus on maximising ‘utility’, where non-human entities (including animals and environment) are valued as mere commodities, and often the actual environment and social damages are not taken into account due to the lack of accountability, tax breaks, and subsidies provided to the businesses.

2Irwin & Kossoff (2020). Mapping a Wicked Problem [PDF]. Retrieved from https://transitiondesignseminarcmu.net/wp-content/uploads/2020/01/1a.Mapping-a-wicked-problem.pdf

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2. Policy, Governance, and Legal

“What issues in the areas of policy, governance and laws contribute to the problem or are related to it? It could also be a ‘lack/absence’ in this area that exacerbate the problem or helped give rise to it.”2

There is increasing inequality of rights, power, and respect among human and non-human entities if we start from the times of ‘animism’. We are diminishing the rights and respects of all relational fabric of life. Examples like the diminishing rights of indigenous groups that often hold a deep bond with nature, and denying their legal rights to protect their ancestral home. In terms of ‘nature’, the lack of rights of nature has led to a lack of accountability and legal punishment for the damages conducted towards nature. Nature is legalised as commons, they are labelled as resources and are owned by multinational companies and governments, and often exploited for the expense of economic development.

3. Technology and Infrastructure

“What issues in the area of technology/infrastructure (artifacts/buildings/technology) contribute to the problem or are related to it? It could also be a ‘lack/absence’ in this area that exacerbate the problem or helped give rise to it.”2

With globalization and urbanization, the rapid changes in terms of size and speed have led to us physically being more distant from ‘nature’, with an increasing number of people moving from rural to urban areas. Our basic needs, food, is easily met due to our progress in the global trade, energy extraction and transportation system. But we are also reducing our connection and understanding of food. Both factors led to reduced interaction with nature. With technological development and an increasingly digitized society, our technology-mediated lifestyles have often led to us being overloaded with information, and our attention is often hijacked through our devices and environment. The endorphin-based pleasure-seeking reward system is driving our attention away from ‘nature’. We also use nature as ‘props’, emphasising on the instrumental values of nature. This digitisation and along with putting a monetary value on ‘information’ has also created a broken information ecology. It is making epistemology harder, where it is more difficult to determine what is true and make sense of the world. For example, conversations and change towards sustainability are even more difficult due to the lack of trust towards different agencies’ motivations.

4. Social and Psychological

“What issues related to ‘how’ and ‘what’ we think contribute to the problem or are related to it? It could also be what we’re blind to/ignorant of that exacerbate the problem or helped give rise to it. How do group or cultural norms/traditions/expectation contribute?”2

Throughout the course of history, the patriarchal culture shaped the contemporary civilization model where the culture “is defined as characterized by actions and emotions that value competition, war, hierarchies, power, growth, procreation, the domination of others, and the appropriation of resources” (Escobar, 2018, p. 13). The focus on attainment in certain ideals or pertaining to certain norms is achieved through fulfilling our wants through consumption and domination. Our competitiveness and domination over others also shift how we view others, where humans are regarded as superior species and the rest are secondary species. Even among other non-human species, there is often preferential treatment, valuing some entities over others.

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Moreover, our negative connotation towards ‘emotions’ has led to a lack of empathy and respect towards nature. This patriarchy has also shaped our religion, with a ‘man over earth ideology’. We see how religion has changed and became more authoritarian over its course from Animistic, Polytheism, to Monotheism, where man is regarded as superior and the rest as secondary. Other drivers like rationalism, reasoning, anthropocentrism, individualism, dualism, and reductionist thinking have continued to push this disconnection between humans and nature. The rejection of non-western ways of knowing and the adoption of ‘western’ values and thinking across different countries has also perpetuated this issue. 5. Environmental

“What issues related to the environment contribute to the problem or are related to it? How is the environment affected by the problem? Which members of the local or regional

ecosystem are adversely affected by it? Is their demise/depletion related to the problem?”2

Due to the premise of this problem, it is evident that the other archetypes above have contributed to the problem and it is intertwined with the environmental archetype. Here, I would also argue there is a negative feedback loop, as we are damaging the environment and causing an increase in climatic events, exhaustion of the natural resource, and species

extinction. We are also diminishing our opportunity to experience and spending time in nature, reducing our human and nature interaction. And in turn, leading to a weaker connection with nature, and this perpetuates all the ‘causes’ that were described above.

3.2 Identified commonality – control and the illusion of

control

Through the exercises, I observed that all archetypes are intertwined, the drivers have been influenced by or are a result of each other. One of the commonalities identified in the five archetypes is ‘control', the prevalence and magnitude of this ‘control’ have perpetuated into every aspect of life (individually, society and nature), leading to a weak relation with nature. This desire to control can be understood from how we are biologically wired to increase our chances of survival and it is an important aspect of our psychological well-being. But I can argue we are living in a culture with an ‘illusion of control’, it was first defined by Ellen Langer, where it was defined as “as an expectancy of a personal success probability inappropriately higher than the objective probability would warrant” (Langer, 1975). We have overestimated our ability to control, in particular when it has evolved from local to a global scale. It is often difficult for us to fully understand the consequences of our actions due to the complexity of this network. Moreover, the consequences may only be ‘noticed’ after a prolonged period. And timely with this research project, the situation arises from the Covid-19 shows a glimpse of this illusion and we can see the fragility of the system we have created and how we are not that well prepared for uncertainties.

In the following sections, we will see how control and illusion of control plays a role in human-nature connection.

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4. Literature Review

4.1 Understanding the human-nature connection in

relation to identity

The purpose of this literature review is to understand the relationship between human and nature, and what aspects are important to the human-nature connection.

4.1.1 The role of identity in relation to attitude and behaviour

What is identity? The definition of identity in the field of psychology “refers to people’s sense of themselves: who they think of themselves as being. Most identity theorists agree that identity influences how people respond to the broader social world and how they choose to live their lives, and that this sense of self emerges from the confluence of internal

psychological dynamics on the one hand and the social context on the other” (Crompton & Kasser, 2009, p. 7).

Identity plays a role in influencing our attitude and behaviour. Crompton et al. (2009) identified three aspects of human identity (i.e. self-enhancing and materialistic values and goals, in-group/out-group dynamics, and responses to fear and threat) that are associated with behavioural decisions (p. 55). The in-group/out-group dynamics overlap with Clayton’s (2003) environmental identity, her definition is the main basis for this research project:

“is one part of the way in which people form their self-concept: a sense of connection to some part of the nonhuman natural environment, based on history, emotional attachment, and/or similarity, that affects the ways in which we perceive and act toward the world; a belief that the environment is important to us and an important part of who we are. An environmental identity can be similar to another collective identity (such as a national or ethnic identity) in providing us with a sense of connection, of being part of a larger whole, and with a recognition of similarity between ourselves and others” (p. 45-46).

The relationship between identity, behaviour and attitude can be further supported by Stets et al. (2003) model of general behaviour, where they incorporated identity theory into

environment sociology. The research suggested that “the influence of identities on attitudes and behaviour is mutual” (p. 420).

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(Figure 2 - Model of general behaviour (Stets et al., 2003))

Furthermore, studies of “environmental identity and connectedness with nature have indeed established that connectedness is strongly correlated with environmental attitudes and behaviours” (Crompton & Kasser, 2009, p. 12). Therefore, it is understood that identity, environmental identity, and connectedness with nature are strongly related to pro-environmental behaviour and attitude.

4.1.2 Our relationship with nature

‘Nature’

Before I delve into the relationship between human and nature, I would like to define what nature is. The meaning of ‘nature’ can be interpreted in a different way across various fields. Castree (2003) stated there are four principal meanings (p.10):

1. External Nature - it denotes the non-human world, especially those parts untouched or barely affected by humans (‘the natural environment’).

2. Universal Nature - it signifies the entire physical world, including humans as biological entities and products of evolutionary history.

3. Intrinsic nature - it means the essential quality or defining property of something (e.g. it is natural for birds to fly, fish to swim, and people to walk on two legs).

4. Superordinate nature - it refers to the power or force governing some or all living things (such as gravity, the conservation of energy, the instructions contained in human DNA, or the Coriolis effect).

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Castree (2003) stated “their differences notwithstanding, a common semantic denominator is that nature is defined by the absence of human agency or by what remains (or endures) once human agents have altered natural processes and phenomena” (p. 10). I interpreted the ‘External Nature’ meaning to be the closest to how Clayton (2003) described the connection with nature: ‘a sense of connection to some part of the nonhuman natural environment’ (p. 45). I refer to this meaning of 'nature' in this research.

Human nature relationship - connection to nature

What is a connection with nature? Similar to the terminology of ‘nature’, there are many different terminologies used to describe the relationship or the connection with nature. For example, ‘connectedness with nature (CWN)’ (Zylstra et al., 2014), ‘human-nature relation’ (Schultz, 2002), ‘human-nature relationship’ (Schweitzer et al., 2018), ‘nature

connectedness’ (Howell et al.,2011) and ‘human-nature connection’ (Ives et al., 2017).

For this research, the term ‘human-nature connection’ (hereby referred to as HNC) was chosen to refer to the relationship between human and nature, as this term was also adopted by Ives et al. (2017) in their multidisciplinary research.

The relationship between human and nature was studied in many different fields, ranging from psychology, philosophy, science, social sciences and many more. Within the field of psychology, Schultz (2002) stated that “being connected with nature is psychological one...to the extent to which an individual believes that s/he is connected to nature has cognitive, affective, and behavioural components” (p. 62). Schultz (2002) created a psychological model for understanding environmental inclusion, consisting of three components: connectedness, caring, and commitment (p.67-68):

1. Connectedness with Nature (cognitive dimension) - “to the extent to which an individual includes nature within his/her cognitive representation of self”

2. Caring For Nature (affective dimension) - “to what extent do they care about nature. One of the central aspects of a close relationship is a feeling of intimacy - the feelings of closeness and affection in a relationship.”

3. Commitment to Protect Nature (behavioural dimension) - “to act in the best interest of nature”

(Figure 4 - Model of environmental inclusion (Schultz, 2002))

Schultz’s (2002) model showed a sequence but stated that there “appears to be a causal connection between these three constructs” (p. 70). If we believe that we are part of nature, it would lead to care, and in turn lead to a commitment to protecting the environment (pro-environmental behaviour). The model is similar to Identity-Attitude- Behaviour model created by Stets et al. (2003). This causal sequence is further supported by Zylstra et al.

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(2014), as they found that connection with nature “is a reliable predictor and motivation for environmentally responsible behaviour” (p. 127).

Based on these findings, a diagram was created by combining Stets et al. (2003) and Schultz (2002) models, to depict the relationship between HNC, identity, attitude and behaviour. And this diagram would be further expanded throughout this section.

(Figure 5 - Adapted model, combination of Stets et al. (2003) and Schultz (2002) models)

Type of connection

To further understand HNC, Ives et al. (2017)3 broke down HNC into five classes:

1. Material connection is “defined as the extraction or use of tangible resources from nature, such as firewood, food, fibre.”

2. Experiential connection is “defined as a physical interaction with a natural environment such as taking a walk in a forest.”

3. Cognitive connection is “defined as assigned or held values for nature, attitudes towards nature, beliefs about the environment, and knowledge or awareness of an element of the natural world.”

4. Emotional connection is “defined as a response of the affect or emotions towards nature.”

5. Philosophical connection is “defined as a conceptualisation of an individual or group’s relationship to the natural world (e.g. participant with nature, steward of nature).”

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From their multidisciplinary review, Ives et al. (2017) found out that the majority of the research focuses on the cognitive, experiential, and emotional connection. They stated that “material HNC must be better understood as it shapes patterns of resource consumption, which in turn drive environmental sustainability outcomes” (p.109). Here, I identified a potential point of design intervention which would be elaborated upon in section 5.4.

Characteristics of nature

From most of the HNC papers I reviewed for this literature review, they do not explicitly define ‘nature’ itself, and this is supported by the findings by Ives et al. (2017) where they stated that papers often refer to nature with ‘non-descript’ or ‘unspecified’ forms (p.107). The need of investigating into the ‘characteristics’ of nature that people are connected to is needed and Ives et al. (2017) stated that “future research (particularly in psychology) must specify the 'characteristics of nature that people are connected to” (p. 110). This is also supported by Schweitzer et al. (2018) as they stated “the precise characteristics of nature that support positive emotional attachment with respect to psychological wellbeing are difficult to define” (p. 2).

Experience in nature and information about nature

After understanding what HNC is, the next question is: what leads to a connection? Zylstra et al. (2014) built a conceptual framework where they included components of ‘information about nature’ and ‘experience in nature’, indicating how knowledge and experience plays an important role in influencing our connection with nature through the cognitive, affective and behavioural dimensions. Like Schultz (2002), Zylstra et al. (2014) also identified the same three dimensions that are of importance - cognitive (e.g., perceptions, knowledge, and beliefs about nature and its relationship to one’s sense of self), affective (e.g., feelings and emotions toward nature), and behavioural (e.g., actions and experiences with/in nature).

(Figure 6 - Conceptual framework of key components comprising connectedness with nature (CWN) ( Zylstra et al., 2014))

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The importance of experience in relation to connection and identity is supported by Schweitzer et al. (2018) where they stated “experiences that facilitate immersion in nature provide opportunities for the development of an integrated sense of self that has a profound impact on a participant’s sense of wellbeing” (p. 1). Both papers indicated the need of a ‘commitment’, Zylstra et al. (2014) stated “sustained sense of CWN that balances faculties of mind, body and spirit with willpower” (p. 126) and whereas Schultz (2002) stated that

“commitment is the strength of one’s intention to continue the relationship” (p. 68). It is implied that the need for sustained awareness of our connection to nature facilitates our construction of self-identity. Based on the model, the diagram was further expanded (see Figure 8) to encompass how we may lead to a connection with nature.

(Figure 7 - Adapted model, combination of Stets et al. (2003), Schultz (2002), and Zylstra et al.(2014) models)

However, it is important to note that experience in nature may not necessarily translate to HNC (Zylstra et al., 2014) and pro-environmental attitude and behaviour (Ives et al., 2017). To summarize this literature review, I understood that connection with nature is important in relation to our environmental identity, attitude and behaviour. The role of sustained

awareness through experience and knowledge are important factors in affecting HNC, but the relationship between these factors need to be further researched. Further understanding of the ‘characteristics of nature’ people are connected to in the field of psychology is needed.

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4.2 Understanding the human-nature connection in

relation to ‘place’

4.2.1 Future trend - exacerbated weak relation

As identified in section 4.1.1, we created a separation between human and nature with our rapid urbanization. When looking into future trends, I saw how this ‘weak relation’ may be exacerbated as more people are migrating from rural to urban areas. It is estimated “by mid-century, roughly two thirds (68 per cent) of the world’s population will be living in urban areas” (United Nations, 2019a). Moreover, we are on average spending 60% to 70% of our time at home indoors (Khajehzadeh & Vale, 2017). The opportunities of us establishing HNC through our experience in ‘nature’ is diminishing and we would need to look into alternative solutions to this.

4.2.2 Human nature connection to place - parallels between nature and

home

Place attachment theory

Our human-nature connection can be explored by place attachment theory, the theory

“proposes human beings develop emotional bonds with a real or imagined place” (Schweitzer et al., 2018, p. 2).

Place attachment theory (Schweitzer et al., 2018) also states the natural world experienced as: 1. Primary Attachment - :serving a similar function to an attachment figure or self

object.” (p.6)

2. Secure based - “attachment is founded upon the concept of secure base...sense of security in the relationship with the ‘other’” (p. 6)

3. Proximity - “needing to be in proximity to the natural world bears likeness to the concept of proximity seeking in attachment theory.” (p. 7)

HNC through places

A lot of research of HNC in relation to ‘place’ focused on “specific natural spaces, often at the landscape scales” (Ives et al., 2017, p. 108). Although it is not necessarily used to explore HNC, Schweitzer et al. (2018) stated “the notion of ‘place’ in place attachment does not specifically refer to nature and might for example include home, even if home is heavily urbanized” (p. 2).

This is supported by Zylstra et al. (2014) theory stating human nature connection “is transferable between contexts even when the context is less favourable or appealing” (p. 132). Hence, there is a potential of exploration for design interventions between the two places, how may we influence HNC by bringing certain ‘characteristics of nature’ to home.

Safety through home

Schweitzer et al. (2018) stated that “nature provides a basis for a “safe base” enabling the individual to explore and develop a sense of self in the confines of a safe relationship where ruptures may be attended to, managed and repaired as needed” (p. 10). The feeling of security is one of the emotional needs identified by IKEA’s global survey (IKEA, 2018). I saw a parallel with how both nature and home play a role in terms of identity development. Graham et al. (2015) stated “homes also provide a consequential real world context in which to study processes of identity expression and identity development” (p. 348).

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Home products

Here, I identified the potential for home products to enable the reconnection with nature. As stated by Ives et al. (2017) and through the conducted literature review in section 4.1, not a lot of focus has been placed on the material connection in terms of HNC.

Furthermore, changing objects in our environment can achieve the following as stated by Graham et al. (2015, p. 347):

● “can influence the activities likely to be performed in that space”;

● “a space and their arrangement can be used to convey impressions to others”; ● “can affect what people think about and how they feel when in that space”

This draws parallels to ontological design, as Willis (2006) stated: “ontological designing happens whether the perceiving subject (who is the subject of, as in subjected to, the

designed) is aware of it or not” (p. 90). Home can be a potential leverage point for sustainable transition. How can we use home products as catalysts to influence the human-nature

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4.3 Summary of findings and identified focus area for

diegetic prototype

4.3.1 Summary of key findings from the literature review

Human-nature connection in relation to ‘identity’

● The understanding of the identity-attitude-behaviour model in relation to HNC, and how knowledge and experience play a role in affecting HNC (Figure 7)

● ‘Characteristics of nature’ people are connected to is unclear in the field of psychology which is important for establishing HNC

● There are five types of human-nature connection (material, experiential, cognitive, emotional, and philosophical), and the need to research the potential role material connection can play in relation to HNC

● The need for sustained awareness in our experience to enable HNC

Human-nature connection in relation to ‘place’

● Exacerbated weak relation in the future due to diminishing experience in nature ● HNC can be established in both nature and home

● Sense of safety is important in identity development in both nature and home

4.3.2 Diegetic prototype - Product catalogue

The material connection aspect of HNC draws my attention for exploration as not a lot of focus has been placed on this class and it closely relates to ontological design. And as the home is identified to be a potential place for establishing HNC, I would focus on designing home products as ‘diegetic prototypes’. The original intent was to make a physical prototype of a home product but this had to be changed due to the practicality issues caused by Covid-19.

The digital product catalogue was then chosen as one of the media to showcase the home products as LeWitt (1999) stated, “all ideas need not be made physical”. The product catalogue will contain a collection of product ideas, and by designing it intentionally

ambiguous, “it feeds the profession’s imagination and it opens up new possibilities, not only for technology, materials, and manufacturing but also for narrative, meaning, and the

rethinking of everyday life” (Dunne & Raby, 2013, p. 31).

Therefore the product catalogue would still allow me to design home products and to provoke discussion around how might ‘diegetic prototypes’ influence a person’s sense of identity in relation to nature.

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5. Fieldwork - Understanding the

‘characteristics of nature’ and activities at

home

I attempted to understand and identify the ‘characteristics of nature’ that people are

connected to due to the minimal study in psychological research. It is important to understand these characteristics and embody them into the products to influence HNC. This was

conducted through an online interview.

5.1 Online Interview

5.1.1 Objective

The objective of the interview was to gain an understanding of the ‘characteristics of nature’ that people are connected to. Furthermore, in the context of feeling a sense of safety in the experience. It was also to understand the habits people perform at home and a generative tool to collect potential ideas to include in the design of the prototype.

5.1.2 Participants

Due to the pragmatic issue for the timeframe of the thesis, there was a limit to the number of studies one can conduct. Hence, the initial aim of the study was to have approximately 40 participants for this interview. It was important to have experts from academic backgrounds (i.e. biologist, ecologist, business), cultures and countries for the interview as each can provide different perspectives. Factors that influence their connectedness with nature include demographics, geographies, culture and language (Zylstra et al., 2014).

An invitation was sent out to 40 participants (20 from Asia region, 20 from Europe region), after the acceptance of the interview, an email was sent to inform the participants about the details of the interview. A total of 38 participants were interviewed by the end of this study.

5.1.3 Method

An online interview was chosen due to the Covid-19 situation and the adoption of distance learning mode at the university. The original plan was to conduct a co-design workshop where participants would brainstorm for ‘products’ for the catalogue in a ‘constructed reality’.

The participants were informed that the interview would be recorded and the interview would be used only for the thesis analysis. Each interview was approximately 40 minutes to 1 hour, and it was split into three parts – free association exercise, the participant’s previous

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1. Free Association and the Grid Elaboration Method (10 to 15 minutes)

The free association and the grid elaboration method was used as it “is of considerable utility in capturing people’s naturalistic chains of representation concerning a given topic,

facilitating insight into emotive and implicit aspects” (Joffe & Elsey, 2014, p. 182). The framing for the instructions was made in reference to O’Connor & Joffe (2014) and Joffe & Elsey (2014).

The first part of the interview, based on this method, was used for two reasons: as a generative tool and as a way to analyse any relation to five HNC identified by Ives et al. (2017) and the results in part two and three of the interview. The terminology used for this method is ‘human-nature connectedness’, the term ‘connectedness’ was used as a means to imply that connection is already formed, whereas the term ‘connection’ has less implication of this meaning. The former was important as the purpose is to explore the representations that are linked to being connected with nature.

The participants were asked and instructed:

What are the first four ideas that come to mind when you hear the term ‘human-nature connectedness’? You can express what comes to mind using words and/or drawings, putting each idea in a single box. I am simply interested in what you associate with human-nature connectedness.

They were told to have about 5 minutes for the exercise, and they could request for more time if needed. The participant was then told to ‘elaborate and tell me more about each idea in each box’. The technique and questions the interviewer used were to encourage elaboration and to clarify the meaning.

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(Figure 10 and Figure 11 - Drawings by participants, ‘Free Association and the Grid Elaboration Method’) 2. Sense of safety in nature (10 to 15 minutes)

The second part of the interview was to understand what ‘characteristics of nature’ people connect to, in the context of safety, based on the findings in section 5.2.2. It also links to the two classes of HNC, experiential and emotional connection.

The participants were asked and instructed:

“I want to know about your experience in nature in more details, about a memory or

experience you had where you felt a sense of safety when you are in nature. The term 'safety' is up to your interpretation.

I will give you as much time as you need to recall this memory. As you are describing this experience, please describe it with as many details as you can, in particular your sensory experience (see, smell, hear, touch, taste) and the emotions that arise in relation to the sense of safety. Let me know when you are ready.”

They were asked to talk about ‘a memory or experience when they felt a sense of safety when they are in nature’. They were told to describe the experience in as much detail as they can, in particular, to describe their sensory experience and emotions related to the sense of safety This part is concluded with the question of ‘what does ‘safety’ mean to you (in this context)?’ and asked to share anything else that comes to their mind.

3. Experience during Covid-19

During the times of Covid-19, the majority of the participants were practicing social

isolation, social distancing, or being in quarantine. This is a rare commonality where people are situated in similar but different experiences. A prognostication that this situation has affected people’s connectedness with people and nature, and their attitude towards ‘outer world’. Furthermore, as participants are spending more time at home, it is an opportunity to investigate what lifestyle changes people may have done in relation to their home

environment and what prospective changes they would like to have. The desirable outcome is to gain some insights on possible ideas for the prototype and also see if there is any overlap with the previous two parts of the interview.

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The participants were asked:

• How long have you been quarantined, self-isolation, and/or social distancing for? And how has the experience been for you so far?

• Has this situation affected your connectedness with people? If so, how?

• Has this situation affected your connectedness with nature? If so, how?

• Have you made any changes to your lifestyle to make you feel more connected

with people?

• Have you made any changes to your lifestyle to make you feel more connected

with nature?

• Is there anything you currently have at home that reminds you of your connectedness with nature?

• Are there any activities you wish to do when you are not allowed to go outside?

• At this moment in time, is there anything you wish to have at home to help you connect with nature, without any cost or space constraints?

5.2 Analysis of the interview

5.2.1 Introducing the datasets

The thematic analysis of the interviews led to these 3 datasets and will be explained in detail in the following pages.

(1) Human-nature connectedness and (2) Sense of safety in nature

(3) Experience during Covid-19

5.2.2 A Thematic Analysis - (2) Sense of safety in nature

Thematic Analysis is a qualitative analytic method for “identifying, analysing and reporting patterns (themes) within data” (Braun & Clarke, 2006, p. 79), commonly within the field of psychology. Due to the pragmatic issue of time, the thematic analysis would not be used for (1) and (3) as it is a relatively time-consuming process. The essentialist method is chosen, “which reports experiences, meanings and the reality of participants” (Braun & Clarke, 2006, p. 81). The themes identified were focused on a semantic level, where “themes are identified within the explicit or surface meanings of the data” (Braun & Clarke, 2006, p. 84). For the analysis, an inductive analysis was used, “a process of coding the data without trying to fit it into a pre-existing coding frame, or the researcher’s analytic preconceptions” (Braun & Clarke, 2006, p. 83).

The rationale behind choosing this analytic method and the above choices are related to the objective of this qualitative study, to identify the ‘characteristics of nature’ that people are connected to. The following phases were used as a guideline for this analysis.

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(Figure 12 – Phases of thematic analysis (Braun & Clarke, 2006, p.87))

The themes were reviewed using the application Nvivo, and the below are the initial codes and themes generated during the analysis:

(Figure 13 – Initial codes and themes, Nvivo application)

5.2.3 A General Analysis - (1) Human-nature connectedness and (3) Experience during Covid-19

A general analysis was used for (1) and (3), the transcripts were analysed and themes were identified accordingly.

For (1), the themes created were based on the five classes by Ives et al (as stated in section 4.1.2). The associations were grouped according to these five classes: Cognitive, Emotional, Experiential, Material and Philosophical.

For (3), three ‘groups’ were created to identify possible ideas for prototypes and the changes in their lifestyles:

1. Changes to their habit/lifestyle to increase their connection with nature 2. Items at home that reminds them of their connectedness with nature 3. Ideas on possible prototypes

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5.3 Results from interview

5.3.1 Sense of safety in nature (Part II of the interview)

Here I identified what factors may affect HNC, and these were categorised according to the three spaces of Installation Theory (Lahlou, 2018). However, it is important to note that some factors overlap and fall under three spaces. Rath (2020) framework was also used to facilitate the coding and theme identification process.

5.3.1.1 Physical Space

Participants interact with different ‘objects/actors’ in ‘nature’. I would need to further breakdown ‘nature’ for the ease of analysis:

1. Biota

a. Flora (plants) b. Fauna (animal life)

c. Other forms of life such as fungi

2. Landscape environment (i.e. soil, river, mountains) 3. Weather

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The Element of Change

I observed while many participants appreciated certain ‘characteristics of nature’, the element of change in nature often plays a role. For example, the changing weather, light, scent, sound, temperature, and movement in ‘nature’.

Diversity

Nature is described as diverse in many forms, for its colours, patterns, shapes, textures, intensity. More often, these are described in combination as a result of humans capturing information from many different senses. Although one participant indicated there may be repetitive elements but one would also find variation within this repetitiveness.

Interaction with different ‘actors’

Many described physically interacting with flora, other forms of life, and landscapes, where they engaged with them voluntarily. Most of the interactions with fauna is usually described through visual and audio observation unless it is their pet. And if there were any interactions with fauna, it was often involuntary. The participants had no control and it was often the fauna initiating this interaction.

Level of control

In nature, many participants expressed their inability to control their experience and ‘nature’. It is often described as unpredictable, unexpected, uncertain, unknown. Participants also expressed appreciating the rarity and anticipated what may potentially happen in their experience. The inability to control sometimes caused a sense of insecurity due to the fear of physical harm.

Presence or absence of civilisation

The absence of ‘civilisation’ (either through visually, auditory senses) was important in the experience, some described their experience as fully in ‘nature’. But the need for the absence of civilisation varies among participants as some participants need the reassurance of their physical safety so that one finds its way out of nature safely.

Participants often implied a division between nature and urban areas. They often compared the experience between nature and urban, indicating they cannot obtain these experiences in an urban environment and it is the main intent on why they go to nature.

Access to basic necessities and equipment

Participants often felt safe when they had access to resources to satisfy their basic needs for survival.

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5.3.1.2 Inner Space

(Figure 15 - Factors affecting HNC in the inner space)

Knowledge and skills

I observed how knowledge about ‘nature’ and the relationship with ‘nature’ influences the experience. Participants with a higher eco-literacy, often with an environmental background (i.e. outdoor learning, ethology), had a higher disposition of feeling more connected with nature and aware of the interdependency between human and nature. Other knowledge (environmental familiarity, survival knowledge) contributed to being able to survive and protect oneself in the experience.

Experience

Participants often felt safe as they had often been in the experience before, showing how their previous experience played a role and how the formation of habit may be important in the connection with nature. Participants also associated the experience with their past but often childhood memories. This showed how our childhood experience affects our current experience and may activate certain feelings in relation to that experience.

One interesting note is that many participants described their first time experience, meaning an experience in nature they have never been in before. Why? I would perhaps link this to the aspect of unexpectedness in relation to the connection as described in the physical space section.

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Biophilia and Biophobia

Both biophilia*4 and biophobia**5 is evident from the interviews. Biophilia is implied by

many participants as the desire and willingness to spend a long amount of time in nature. For biophobia, it is evident when participants expressed their fear towards insects, dark

environment, unknown, wildlife, ocean etc. Some are linked to avoiding physical harm whereas some describe negative feelings towards it. Biophobia might have arisen due to how nature is represented in their previous mental models or influenced by the role of the media. Archetypes (Needs, Incentives and Motivation)

“User archetype entails the user’s needs, incentives and motivations which are key to

understanding behaviour” (Rath, 2020, p. 29). The intent of going into the experience varied among the participants. Some through physical gratification, basic survival needs, nature as a resource, personal interest or support of one's mental health.

Cognitive challenge

Our environment can limit the information we obtain through our senses. For example, darkness limits our visual perception or the wind is too strong that it inhibits our hearing. Hence, mental imagery is often created for us to construct the experience. Furthermore, we have limits on our ‘communication’ with ‘nature’. We can feel there is a connection or feel their emotions, but this is often difficult to describe it.

5.3.1.3 Social Space

The social space is not directly mentioned, but the social rules are implied by the participants. Absence of social pressure or judgement

Being alone in the experience is linked to not have to conform to any social pressures or judgment. It is also described as being away from their current worries and responsibilities. Participants felt the autonomy in nature, having the freedom to be themselves and do whatever they want.

If there were the presence of people, the participants are usually accompanied by people of close relations and one can trust, my interpretation of this is that one can be themselves due to this trust. Again, feeling they can be themselves.

4 *Biophilia is “an innate and positive human predisposition of affiliation to the natural environment, which allows the human being to experience benefits that, according to its author, facilitated the development, adaptation and survival of human beings” (Olivos-Jara et al., 2020).

5 **Biophia is “who describe it as the feeling of fear or rejection of natural elements with an adaptive purpose (Ulrich, 1993; Orians, 1998). It produces emotional reactions of negative valence in reaction to certain natural stimuli (such as a dangerous animal or a natural catastrophe) with the aim of promoting protective, rejection or withdrawal behaviors to avoid harm (Koole and Van den Berg, 2005)” (Olivos-Jara et al, 2020).

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5.3.1.4 ‘Effects’ of the participant’s experience in nature

(Figure 16 - The effect of experience in nature on the participant)

From the thematic analysis, I also mapped out the effects of the participants’ experience in nature. I used the factor analysis research conducted by Howell et al. (2011) to arrange the results, the study examined the associations between nature connectedness, well-being, and mindfulness. There are three components outlined in Figure 16: 1. Psychological Health, 2. Mindfulness and 3. Human-nature connection.

Psychological health

Studies have shown that connection with nature supports our well-being (Howell et al., 2011) (Capaldi et al., 2014). The psychological health here is split into three components: emotional being, social being, and psychological being. The analysis of social well-being is absent as it cannot be observed from the results from the interview.

1. Emotional well-being

Emotional well-being is about the emotions that arise. I organised the emotions into two categories: the sense of safety and sense of unsafety. It is interesting to note how some of the participants describe both a mixture of feelings in both categories during their experience in nature. Another observation is the change between the two categories during their experience. For example, some participants may be in a physically safe environment, due to their mental model/mental imagery and other factors, they considered themselves as being unsafe. Whereas for many participants, they often felt more of a change from the set of ‘negative emotions’ to ‘positive emotions’ after their experience in nature.

Does it mean that we embrace both sets of feelings to feel connected to nature? I can draw the relation with the biophobia and biophilia component mentioned earlier in 5.3.1.2, and

Influencing identity through objects in ‘constructed realities’ : The role of a ‘diegetic prototype’ in influencing a person&apos;s sense of identity in relation to nature