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How a Digital Educational Game Can Promote Learning about Sustainability

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Title: How a Digital Educational Game Can Promote Learning about Sustainability
Language: English
Authors: Thomas S. Muenz, Steffen Schaal, Jorge Groß, Jürgen Paul
Source: Science Education International. 2023 34(4):293-302.
Availability: International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Peer Reviewed: Y
Page Count: 10
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Grade 9
High Schools
Junior High Schools
Middle Schools
Grade 10
Descriptors: Educational Games, Educational Technology, Sustainability, Sustainable Development, Secondary School Students, Grade 9, Grade 10, Program Effectiveness, Computer Simulation, Feedback (Response), Reflection, Technology Uses in Education, Constructivism (Learning), Foreign Countries
Geographic Terms: Germany
ISSN: 1450-104X
2077-2327
Abstract: Education for Sustainable Development (ESD) has become an essential issue for schools facing major challenges such as bridging the knowledge-action-gap. Interactive simulations could help to focus on action-oriented learning. As part of a design-based research (DBR) process, we investigated the learning potential of game elements within a digital educational game for ESD we are currently developing. The final game aims to convey specific aspects of ESD ranging from sustainable land use to personal power consumption. Seven groups of 2-3 secondary school students (9th and 10th grade, n = 18) played the educational game in an early prototype phase. Following the DBR approach, students were shown screenshots of specific game situations in subsequent group interviews to reveal their conceptions and conceptual developments regarding sustainability. To analyze the causes of possible learning processes, we used the retrospective query on the learning process and qualitative content analysis. The results indicate that the observed learning processes can be primarily traced back to feedback mechanisms and the visualization of processes that would be too complex and long-termed to be experienced by students in real-life. This is how a simulation game, which makes complex interrelations tangible, can contribute to ESD. The possibility to make decisions and act (digitally) within the game allowed students to experience immediate feedback and self-efficacy. Therefore, the easily accessible visualizations and the immediate feedback are essential elements for the final game. It appears however necessary to embed the game in well-structured reflective processes. The study also contributes to adaptive game-based learning as a growing branch of research in which game elements are adopted and adapted for learning based on learner characteristics and the thematic context.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1452278
Database: ERIC
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  Data: How a Digital Educational Game Can Promote Learning about Sustainability
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  Data: <searchLink fieldCode="SO" term="%22Science+Education+International%22"><i>Science Education International</i></searchLink>. 2023 34(4):293-302.
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  Data: International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
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  Data: Education for Sustainable Development (ESD) has become an essential issue for schools facing major challenges such as bridging the knowledge-action-gap. Interactive simulations could help to focus on action-oriented learning. As part of a design-based research (DBR) process, we investigated the learning potential of game elements within a digital educational game for ESD we are currently developing. The final game aims to convey specific aspects of ESD ranging from sustainable land use to personal power consumption. Seven groups of 2-3 secondary school students (9th and 10th grade, n = 18) played the educational game in an early prototype phase. Following the DBR approach, students were shown screenshots of specific game situations in subsequent group interviews to reveal their conceptions and conceptual developments regarding sustainability. To analyze the causes of possible learning processes, we used the retrospective query on the learning process and qualitative content analysis. The results indicate that the observed learning processes can be primarily traced back to feedback mechanisms and the visualization of processes that would be too complex and long-termed to be experienced by students in real-life. This is how a simulation game, which makes complex interrelations tangible, can contribute to ESD. The possibility to make decisions and act (digitally) within the game allowed students to experience immediate feedback and self-efficacy. Therefore, the easily accessible visualizations and the immediate feedback are essential elements for the final game. It appears however necessary to embed the game in well-structured reflective processes. The study also contributes to adaptive game-based learning as a growing branch of research in which game elements are adopted and adapted for learning based on learner characteristics and the thematic context.
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  Data: As Provided
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  Data: EJ1452278
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1452278
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 293
    Subjects:
      – SubjectFull: Educational Games
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Sustainability
        Type: general
      – SubjectFull: Sustainable Development
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: Grade 10
        Type: general
      – SubjectFull: Program Effectiveness
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      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Constructivism (Learning)
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Germany
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    Titles:
      – TitleFull: How a Digital Educational Game Can Promote Learning about Sustainability
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