CO2peration – Structuring a 3D interactive digital game to improve climate literacy in the 12-13-year-old age group

Harker-Schuch, Inez; Mills, Franklin P.; Lade, Steven J.; Colvin, Rebecca

doi:10.1016/j.compedu.2019.103705

Cited by 47 publications

(20 citation statements)

References 53 publications

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“…The visualization of consequences immediately following actions within the game enhanced their learning and indicated whether their decisions were incorrect or correct. These learning outcomes indicate the achievement of the objectives of EVS and are similar to the findings in prior studies using various games (Harker-Schuch et al, 2020;Janakiraman et al, 2021b;Tan & Biswas, 2007;Yang et al, 2012).…”

Section: Nep Scale Itemsupporting

confidence: 87%

“…The real-world scenarios in games show the negative impacts of wrong decisions and harmful environmentrelated behaviours immediately, which is not possible in real life (Arbuthnott, 2009;Janakiraman et al, 2021b;Knol & de Vries, 2011). Digital games provide safe zones to test behaviours, increase awareness of balanced ecosystems, change behaviours regarding environmental protection and recycling and create self-awareness of energy conservation practices through visualizations (Harker-Schuch et al, 2020;Wu & Huang, 2015;Yang, et al, 2012). The situated meaningful contexts in purposefully designed EVS games can ensure systems thinking (Fabricatore & López, 2012;Liarakou et al, 2012;Nordby et al, 2016).…”

Section: Digital Games and Evsmentioning

confidence: 99%

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Exploring the Influence of Digital Games on Environmental Attitudes and Behaviours Based on the New Ecological Paradigm Scale: A Mixed-Methods Study in India

Janakiraman

Watson

et al. 2021

Journal of Education for Sustainable Development

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Anthropogenic activities cause environmental degradation-related problems. However, people fail to perform pro-environmental behaviours because they believe that they cannot make a difference or they focus on short-term benefits. Interventions that address specific target groups aimed at breaking barriers and changing behaviours are required. To teach young learners, environmental education using digital games can be a more effective instructional method. This mixed-methods study, conducted among high school students in India, examined differences in pro-environmental attitudes and behaviours between students who played a game called EnerCities and those students who did not play that game. Significant differences existed between the two groups considering the unidimensional and multi-dimensional properties of the New Ecological Paradigm (NEP) scale. Thematic analysis with an inductive approach identified from the interview data: How EnerCities changed participants’ environmental attitudes? This study finds implications for implementing games and using the NEP to examine environmental attitudes of high school students in India.

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Section: Nep Scale Itemsupporting

confidence: 87%

Section: Digital Games and Evsmentioning

confidence: 99%

Exploring the Influence of Digital Games on Environmental Attitudes and Behaviours Based on the New Ecological Paradigm Scale: A Mixed-Methods Study in India

Janakiraman

Watson

et al. 2021

Journal of Education for Sustainable Development

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“…Generally, even before playing EnerCities, all participants loved “nature,” and were aware of pro-environmental behaviors having learned from school, the media, and from parents. However, all players said that eco-friendly behaviors were encouraged by EnerCities because it helped them understand the interrelatedness of nature, humans and other components (Harker-Schuch et al 2020 ; Yoon et al 2017 ).…”

Section: Discussionmentioning

confidence: 99%

Exploring the Effectiveness of Digital Games in Producing pro-Environmental Behaviors when Played Collaboratively and Individually: A Mixed Methods Study in India

Janakiraman

Watson

2021

TechTrends

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Environmental sustainability education should create eco-awareness and produce pro-environmental behaviors. Traditional instructional methods create eco-awareness but do not make people act. Purposefully designed digital games for attitudinal instruction provide cognitive knowledge, engage learners emotionally by showing the consequences of harmful behaviors, and encourage correct behaviors. Most studies involving games in different subjects showed that knowledge acquisition was greater in collaborative learning than individual game play. However, a similar comparison with respect to attitudinal learning involving a socio-scientific topic has not been conducted before. This mixed methods study conducted in a high school in India, examined the attitudinal learning among students who played a game individually (n = 45) and collaboratively (n = 44). Also, differences between students who played the game and a control group (n = 42) was examined. Surveys based on the Theory of Planned Behavior (TPB) and the Attitudinal Learning Instrument (ALI), showed that attitudinal learning from games was similar for collaborative and individual players. Also, attitudinal learning from games was higher compared to traditional instructional methods. Interviews explained the learning experiences of game players and how it produced pro-environmental behaviors.

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“…Table 3 presents the studies included in the systematic review and which Web 3.0 browser these studies are related to. Chen, 2016;Hamalainen & Oksanen, 2012;Harker-Schuch, Mills, Lade & Colvin, 2020;Korakakis, Pavlatou, Palyvos, & Spyrellis, 2009;Merchant et al, 2012;Mzoughi, Herring, Foley, Morris & Gilbert, 2007;Passig, 2015;Richards & Taylor, 2015;Sun & Cheng, 2009;Tuzun & Ozdinc, 2016;Zydney, deNoyelles, & Seo, 2012;Wu & Chiang, 2013 Augmented Reality/ Virtual reality Arici, Yildirim, Caliklar & Yilmaz, 2019;Bouta, Retalis & Paraskeva, 2012;Chang et al, 2014;Chang & Hwang, 2018;Chang, Lee, Wang & Chen, 2010;Chen & Tsai, 2012;Connolly, Stansfield & Hainey, 2011;Cheng & Tsai, 2014;Chiang, Yang & Hwang, 2014;Cuendet, Bonnard, Do-Lenh & Dillenbourg, 2013;Degli Innocenti et al, 2019;Di Serio, Ibanez & Kloos, 2013;Huang, Chen & Chou, 2016;Ferguson, van den Broek & van Oostendorp, 2020;Fidan & Tuncel, 2019;Frank & Kapila, 2017;Hsu, 2017;Huang, Rauch & Liaw, 2010 Table 3 shows all the studies in the systematic review. The distribution of these studies in terms of the relevant Web 3.0 technologies is shown in Figure 3.…”

Section: Study Characteristicsmentioning

confidence: 99%

Web 3.0 in Learning Environments: A Systematic Review

Firat¹,

Firat²

2020

Turkish Online Journal of Distance Education

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Web 3.0 technologies have inevitably affected educational research. Many studies have been conducted on the use of Web 3.0 tools in learning environments. The synthesis and summarization of the results of these studies with a systematic review is considered important in terms of being the source of future research and helping to spread the use of these technologies in education. Hence the purpose of this systematic review is to obtain a better understanding of how Web 3.0 technologies can be used to enhance quality of educational settings. The systematic analysis was conducted by 81 papers from 2005 to 2020. The PRISMA Statement was used in the research and report generation process. Papers related to semantic, augmented reality, intelligent tutoring system, 3d visual environments, 3d games and ontologies is included in the study. The results show that in 2008 and 2013 there was an increase in the number of studies. In addition, most experimental studies have been conducted in this literature and the studies in the discipline of science education are more than other disciplines. When the data collection tools used in the studies were examined, it was found that the majority of the studies were quantitative and most benefited from surveys, questionnaires and observational information in the data collection process. In addition, the majority of studies focus on the learning usefulness and learning outcomes of the software used in the research. Furthermore, suggestions for future researches were made in line with the limitations and results of the study.

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CO2peration – Structuring a 3D interactive digital game to improve climate literacy in the 12-13-year-old age group

Cited by 47 publications

References 53 publications

Exploring the Influence of Digital Games on Environmental Attitudes and Behaviours Based on the New Ecological Paradigm Scale: A Mixed-Methods Study in India

Exploring the Influence of Digital Games on Environmental Attitudes and Behaviours Based on the New Ecological Paradigm Scale: A Mixed-Methods Study in India

Exploring the Effectiveness of Digital Games in Producing pro-Environmental Behaviors when Played Collaboratively and Individually: A Mixed Methods Study in India

Web 3.0 in Learning Environments: A Systematic Review

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