ABSTRACT
Creating awareness about environmental sustainability issues alone is not the goal of Environmental Sustainability Education (ESE). ESE should change environment related attitudes and encourage lifelong pro-environmental behaviors, that is focus on attitudinal learning. However, behavioral changes do not manifest easily because they are curtailed by constraints and negative perceptions. Hence, in ESE a persuasive pedagogical tool is needed. One such effective tool in attitudinal learning is Digital game-based learning (DGBL). DGBL environments provide cognitive knowledge and emotionally engage learners by enabling them to test new behaviors and learn from the immediate consequences they see. This paper explains the insights gathered while conducting three research studies that used DGBL in ESE. All studies found that DGBL was effective in attitudinal learning.
- Robert Brinkmann, 2020. Connections in environmental sustainability: Living in a time of rapid environmental change. Environmental Sustainability in a Time of Change, Palgrave Macmillan, Cham, 1-8.Google Scholar
- NOAA. (2018). How is sea level rise related to climate change? National Ocean Service. Retrieved from https://oceanservice.noaa.gov/facts/sealevelclimate.htmlGoogle Scholar
- Ejiro U. Osiobe. 2020. A Cointegration Analysis of Economic Growth and CO2 Emissions: A Case Study of Malaysia. Environmental Management and Sustainable Development, 9, , 1-29. DOI:10.5296/emsd.v9i1.15812.Google Scholar
- UNEP. 2020. COVID-19: Four sustainable development goals that help future-proof global recovery. Retrieved from https://www.unenvironment.org/news-and-stories/story/covid-19-four-sustainable-development-goals-help-future-proof-globalGoogle Scholar
- Katherine D. Arbuthnott. 2008. Education for sustainable development beyond attitude change. International Journal of Sustainability in Higher Education, 10, 2 (2008), 152-163. Doi: 10.1108/1467637091094595Google Scholar
- Peter Tucker. 1999. A survey of attitudes and barriers to kerbside recycling. Environmental and Waste Management, 2, 1, 55–63.Google Scholar
- Jasper N. Meya and Klaus Eisenack. 2018. Effectiveness of gaming for communicating and teaching climate change. Climatic change, 149, 3-4, 319-333.Google Scholar
- UNESCO. 2019. Integrating ESD in teacher education in south-east Asia. Retrieved from https://esdteachers.bangkok.unesco.org/?p=505Google Scholar
- Jonathan W. Amburgey and Dustin B. Thoman. 2012. Dimensionality of the new ecological paradigm: Issues of factor structure and measurement. Environment and Behavior, 44, 2, 235-256. https://doi.org/10.1177/0013916511402064Google ScholarCross Ref
- Jowett, T., Harraway, J., Lovelock, B., Skeaff, S., Slooten, L., Strack, M., & Shephard, K. 2014. Multinomial-regression modeling of the environmental attitudes of higher education students based on the revised new ecological paradigm scale. The Journal of Environmental Education, 45(1), 1-15.Google ScholarCross Ref
- Kelly S. Fielding, and Brian W. Head. 2012. Determinants of young Australians’ environmental actions: The role of responsibility attributions, locus of control, knowledge and attitudes. Environmental Education Research, 18, 2, 171-186.Google ScholarCross Ref
- Gagne, R., Briggs, L., & Wagner, W. 1992. Principles of instructional design. Belmont, CA: Wadsworth/Thomson Learning.Google Scholar
- Kamradt, T. F., & Kamradt, E. J. 1999. Structured design for attitudinal instruction. In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 563-590). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
- Sunnie L.Watson, William R. Watson, and Louis Tay. 2018. The development and validation of the Attitudinal Learning Inventory (ALI): A measure of attitudinal learning and instruction. Educational Technology Research and Development, 66, 6 (2018), 1601-1617.Google ScholarCross Ref
- Chun-Yen Tsa. 2018. The effect of online argumentation of socio-scientific issues on students' scientific competencies and sustainability attitudes. Computers & Education, 116 (2018), 14-27.Google ScholarDigital Library
- Sinatra, G. M., Kardash, C. M., Taasoobshirazi, G., & Lombardi, D. 2012. Promoting attitude change and expressed willingness to take action toward climate change in college students. Instructional Science, 40,1, 1-17.Google ScholarCross Ref
- Wu, K., & Huang, P. 2015. Treatment of an anonymous recipient: Solid-waste management simulation game. Journal of Educational Computing Research, 52, 4 (2015), 568–600. Doi: 10.1177/0735633115585928.Google ScholarCross Ref
- Yang, J. C., Chien, K. H., & Liu, T. C. 2012. A digital game-based learning system for energy education: An energy COnservation PET. Turkish Online Journal of Educational Technology – TOJET, 11, 2, 27-37.Google Scholar
- Carlo Fabricatore and Ximena López. 2012. Sustainability Learning through Gaming: An Exploratory Study. Electronic Journal of e-learning, 10, 2, 209-222.Google Scholar
- Liarakou, G., Sakka, E., Gavrilakis, C., & Tsolakidis, C. 2012. Evaluation of serious games, as a tool for education for sustainable development. European Journal of Open, Distance and E-learning, 15, 2.Google Scholar
- Cuccurullo, S., Francese, R., Passero, I., & Tortora, G. 2013. A 3D serious city building game on waste disposal. International Journal of Distance Education Technologies (IJDET), 11(4), 112-135.Google ScholarDigital Library
- Korina Katsaliaki and Navonil Mustafee. 2015. Edutainment for sustainable development: A survey of games in the field. Simulation & Gaming, 46, 6, 647-672.Google ScholarDigital Library
- David V. J Bell. 2016. Twenty-first century education: Transformative education for sustainability and responsible citizenship." Journal of Teacher Education for Sustainability, 18, 1, 48-56.Google ScholarCross Ref
- Harker-Schuch, I. E., Mills, F. P., Lade, S. J., & Colvin, R. M. 2020. CO2peration–Structuring a 3D interactive digital game to improve climate literacy in the 12-13-year-old age group. Computers & Education, 144, 103705. https://doi.org/10.1016/j.compedu.2019.103705Google ScholarDigital Library
- William R. Watson, and Jun Fang. 2012. PBL as a framework for implementing video games in the classroom. International Journal of Game-Based Learning (IJGBL), 2, 1, 77-89.Google ScholarCross Ref
- Watson, W. R., Mong, C. J., & Harris, C. A. 2011. A case study of the in-class use of a video game for teaching high school history. Computers & Education, 56, 2, 466-474.Google ScholarDigital Library
- Zumbach, J., Rammerstorfer, L., & Deibl, I. 2020. Cognitive and metacognitive support in learning with a serious game about demographic change. Computers in Human Behavior, 103. 120-129.Google ScholarCross Ref
- Ninaus, M., Greipl, S., Kiili, K., Lindstedt, A., Huber, S., Klein, E., ... & Moeller, K. 2019. Increased emotional engagement in game-based learning–A machine learning approach on facial emotion detection data. Computers & Education, 142, 103641.Google ScholarDigital Library
- Jason Tan and Gautam Biswas. Simulation-based game learning environments: Building and sustaining a fish tank. 2007. First IEEE International Workshop on Digital Game and Intelligent Toy Enhanced Learning (DIGITEL'07). IEEE.Google Scholar
- Erik Knol and Peter W. De Vries. 2011. EnerCities-A serious game to stimulate sustainability and energy conservation: Preliminary results. eLearning Papers, 25.Google Scholar
- Teresa Dillon. 2005. Adventure games for learning and storytelling. UK, Futurelab Prototype Context Paper, Adventure Author.Google Scholar
- Chen, C. H., Wang, K. C., and Lin, Y. H. 2015. The comparison of solitary and collaborative modes of game-based learning on students' science learning and motivation. Journal of Educational Technology & Society, 18, 2 (2015), 237-248.Google Scholar
- Hsiao, H. S., Chang, C. S., Lin, C. Y., Chang, C. C., and Chen, J. C. 2014. The influence of collaborative learning games within different devices on student's learning performance and behaviours. Australasian Journal of Educational Technology, 30, 6.Google ScholarCross Ref
- Plass, J. L., O'keefe, P. A., Homer, B. D., Case, J., Hayward, E. O., Stein, M., and Perlin, K. 2013. The impact of individual, competitive, and collaborative mathematics game play on learning, performance, and motivation. Journal of Educational Psychology, 105, 4, 1050-1066.Google ScholarCross Ref
- van der Meij, H., Albers, E., and Leemkuil, H. 2011. Learning from games: Does collaboration help? British Journal of Educational Technology, 42(4), 655-664.Google ScholarCross Ref
- Harraway, J., Broughton, F., Deaker, L., Jowett, T., & Shephard, K. 2012. Exploring the use of the revised new ecological paradigm scale (NEP) to monitor the development of students’ ecological worldviews. The Journal of Environmental Education, 43, 3, 177-191. doi: 10.1080/00958964.2011.634450Google ScholarCross Ref
- Dunlap, R. E., Van Liere, K. D., Mertig, A. G., & Jones, R. E. 2000. New trends in measuring environmental attitudes: measuring endorsement of the new ecological paradigm: a revised NEP scale. Journal of social issues, 56, 3, 425-442.Google ScholarCross Ref
- Icek Ajzen. 2019. Constructing a theory of planned behavior questionnaire. Retrieved from https://people.umass.edu/aizen/pdf/tpb.measurement.pdfGoogle Scholar
- Ouellette, J. A., and Wood, W. 1998. Habit and intention in everyday life: The multiple processes by which past behavior predicts future behavior. Psychological Bulletin, 124(1), 54–74. https://doi.org/10.1037/0033-2909.124.1.54Google ScholarCross Ref
- Aarts, H., & Dijksterhuis, A. 2000. Habits as knowledge structures: Automaticity in goal-directed behavior. Journal of Personality and Social Psychology, 78, 1 (2000), 53-63. DOI: http://dx.doi.org/10.1037/0022-3514.78.1.53Conference Name:ACM Woodstock conferenceGoogle ScholarCross Ref
- Roy Ballantyne and Jan Packer. 2005. Promoting environmentally sustainable attitudes and behaviour through free‐choice learning experiences: what is the state of the game? Environmental Education Research, 11, 3, 281-295.Google ScholarCross Ref
- Barab, Sasha, Michael Thomas, Tyler Dodge, Robert Carteaux, and Hakan Tuzun. 2005. Making learning fun: Quest Atlantis, a game without guns. Educational technology research and development, 53, 1, 86-107.Google Scholar
- Digital Games for Environmental Sustainability Education: Implications for Educators
Recommendations
Using Digital Game-Based Learning to Improve the Academic Efficiency of Vocational Education students
Educators have started exploring the potential of digital game-based learning (DGBL) to enhance the learning experience of students. The objective of this experimental research was to explore the potential of DGBL to improve the academic efficiency ...
Pre-test influences on the effectiveness of digital-game based learning
In recent years, critiques have been formulated regarding current evaluation methods of digital game-based learning (DGBL) effectiveness, raising doubt with regard to the validity of certain results. A major issue of contention is whether or not a pre-...
The Design of IWB-based DGBL Activities Model for EFL Preschoolers
DIGITEL '12: Proceedings of the 2012 IEEE Fourth International Conference On Digital Game And Intelligent Toy Enhanced LearningDigital game-based learning (DGBL) has successfully brought traditional game-based learning (GBL) into a new horizon due to its multimedia features, high interactivity, immediate and various feedbacks, authentic and vicarious contexts, etc. As a result, ...
Comments