Hostname: page-component-586b7cd67f-2plfb Total loading time: 0 Render date: 2024-11-24T10:57:38.493Z Has data issue: false hasContentIssue false
  • English
  • Français

A STUDY ON THE POTENTIAL OF GAME BASED LEARNING FOR SUSTAINABILITY EDUCATION

Published online by Cambridge University Press:  19 June 2023

Giulia Wally Scurati ,
Sze Yin Kwok ,
Francesco Ferrise  and
Marco Bertoni
Giulia Wally Scurati*
Affiliation:
Blekinge Tekniska Högskola, Department of Mechanical Engineering;
Sze Yin Kwok
Affiliation:
Blekinge Tekniska Högskola, Department of Strategic Sustainable Development;
Francesco Ferrise
Affiliation:
Politecnico di Milano, Department of Mechanical Engineering
Marco Bertoni
Affiliation:
Blekinge Tekniska Högskola, Department of Mechanical Engineering;
*
Scurati, Giulia Wally, Blekinge Tekniska Högskola, Sweden, [email protected]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

Academic institutions are increasingly required to prepare future practitioners to face complex sustainability challenges. The need to foster the development of different skills, attitudes, and multidisciplinary collaboration raised the interest in alternative learning approaches. Game-based learning can be a tool to achieve a variety of desirable learning outcomes, including sustainability and collaborative attitudes change. We present a pilot study investigating the potential of a board game on sustainability risks and opportunities in product development and life cycle, performing a test with different student audiences. The paper discusses our results of the experiment, including a survey following the game, qualitative analysis of students' feedback, and observations during the game sessions. Additionally, we relate insights from students' reflections to CDIO learning objectives. We then illustrate lessons learned and the potential advantages of using the game compared to other teaching approaches and as a complementary tool. Finally, we propose future directions and recommendations for the use of the board game and game-based learning in sustainability education with different student audiences.

Keywords

SustainabilityEducationEarly design phasesSerious GameGame Based Learning
Type
Article
Information
Proceedings of the Design Society , Volume 3: ICED23 , July 2023 , pp. 415 - 424
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2023. Published by Cambridge University Press

References

Alvarez, J., & Djaouti, D. (2011). An introduction to Serious game Definitions and concepts. Serious games & simulation for risks management, 11(1), 11–15.Google Scholar
Backlund, P., & Hendrix, M. (2013, September). Educational games-are they worth the effort? A literature survey of the effectiveness of serious games. In 2013 5th international conference on games and virtual worlds for serious applications (VS-GAMES) (pp. 1–8). IEEE. https://dx.doi.org/10.10.1109/VS-GAMES.2013.6624226Google Scholar
Roozeboom, Bakhuys, Visschedijk, M., & Oprins, G., E. (2017). The effectiveness of three serious games measuring generic learning features. British journal of educational technology, 48(1), 83–100.CrossRefGoogle Scholar
Bielefeldt, A. R. (2013). Pedagogies to achieve sustainability learning outcomes in civil and environmental engineering students. Sustainability, 5(10), 4479–4501. https://doi.org/10.3390/su5104479CrossRefGoogle Scholar
Broman, G. I., & Robèrt, K. H. (2017). A framework for strategic sustainable development. Journal of Cleaner Production, 140, 17–31. https://doi.org/10.1016/j.jclepro.2015.10.121CrossRefGoogle Scholar
Caballero-Hernández, J. A., Palomo-Duarte, M., & Dodero, J. M. (2017). Skill assessment in learning experiences based on serious games: A Systematic Mapping Study. Computers & Education, 113, 42–60.CrossRefGoogle Scholar
CDIO. (2023). What is a CDIO-based education? Available at: http://www.cdio.org/cdio-vision (Accessed: 31 March 2023).Google Scholar
Chen, S. Y., Tsai, J. C., Liu, S. Y., & Chang, C. Y. (2021). The effect of a scientific board game on improving creative problem-solving skills. Thinking Skills and Creativity, 41, 100921. https://doi.org/10.1016/j.tsc.2021.100921CrossRefGoogle Scholar
Crawley, E. F., Malmqvist, J., Lucas, W. A., & Brodeur, D. R. (2011). The CDIO syllabus v2.0. An updated statement of goals for engineering education. In Proceedings of 7th international CDIO conference, Copenhagen, Denmark.Google Scholar
Despeisse, M. (2018, December). Games and simulations in industrial engineering education: a review of the cognitive and affective learning outcomes. In 2018 Winter Simulation Conference (WSC) (pp. 4046–4057). IEEE. https://dx.doi.org/10.10.1109/WSC.2018.8632285CrossRefGoogle Scholar
Guerra, A. (2017). Integration of sustainability in engineering education: why is PBL an answer?. International Journal of Sustainability in Higher Education. https://doi.org/10.1108/IJSHE-02-2016-0022CrossRefGoogle Scholar
Jabareen, Y. (2004). A knowledge map for describing variegated and conflict domains of sustainable development. Journal of Environmental Planning and Management, 47(4), 623–642.CrossRefGoogle Scholar
Jang, S. Y., Park, J., & Hong, H. (2022, November). In Visible Climate Change: Exploring Immersive Data Visualisation to Promote Climate Change Awareness in a VR Game. In Extended Abstracts of the 2022 Annual Symposium on Computer-Human Interaction in Play (pp. 146–152). https://doi.org/10.1145/3505270.3558335CrossRefGoogle Scholar
Filho, Leal, Shiel, W., & Paço, C., A. (2016). Implementing and operationalising integrative approaches to sustainability in higher education: the role of project-oriented learning. Journal of cleaner Production, 133, 126–135. https://doi.org/10.1016/j.jclepro.2016.05.079CrossRefGoogle Scholar
Mesquita, L., Monteiro, M. A. A., De Sena, G. J., Ninomiya, M. P., & Da Costa, C. A. (2013, October). Education for energy efficiency through an educational game. In 2013 IEEE Frontiers in Education Conference (FIE) (pp. 535–540). https://dx.doi.org/10.10.1109/AIC55036.2022.9848924CrossRefGoogle Scholar
Nilsen, E., LeDonne, R., Klemperer, E., & Olund, S. (2011, June). Conflict resolution with a serious game for peace. In Proceedings of the 7th international conference on Games+ Learning+ Society Conference (pp. 175–184).Google Scholar
Noroozi, O., Dehghanzadeh, H., & Talaee, E. (2020). A systematic review on the impacts of game-based learning on argumentation skills. Entertainment Computing, 35, 100369. doi.org/10.1016/j.entcom.2020.100369CrossRefGoogle Scholar
Peña Miguel, N., Corral Lage, J., & Mata Galindez, A. (2020). Assessment of the development of professional skills in university students: Sustainability and serious games. Sustainability, 12(3), 1014.Google Scholar
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational psychologist, 50(4), 258–283. DOI: 10.1080/00461520.2015.1122533CrossRefGoogle Scholar
Plump, C. M., & LaRosa, J. (2017). Using Kahoot! in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices. Management Teaching Review, 2(2), 151–158.CrossRefGoogle Scholar
Remington-Doucette, S. M., Connell, K. Y. H., Armstrong, C. M., & Musgrove, S. L. (2013). Assessing sustainability education in a transdisciplinary undergraduate course focused on real-world problem solving: A case for disciplinary grounding. International Journal of Sustainability in Higher Education.CrossRefGoogle Scholar
Rossano, V., Roselli, T., & Calvano, G. (2017, June). A serious game to promote environmental attitude. In International conference on smart education and smart E-learning (pp. 48–55). Springer, Cham.CrossRefGoogle Scholar
Taillandier, F., & Adam, C. (2018). Games ready to use: A serious game for teaching natural risk management. Simulation & Gaming, 49(4), 441–470. https://doi.org/10.1177/1046878118770217CrossRefGoogle Scholar
Tobias, S., Fletcher, J. D., & Wind, A. P. (2014). Game-based learning. Handbook of research on educational communications and technology, 485-503. DOI: https://doi.org/10.1007/978-1-4614-3185-5_38CrossRefGoogle Scholar
Toprac, P. (2011). Motivating by design: Using digital-game based learning techniques to create an interesting problem-based learning environment. In Handbook of research on improving learning and motivation through educational games: Multidisciplinary approaches (pp. 283–309). IGI Global. DOI: https://doi.org/10.4018/978-1-60960-495-0.ch014CrossRefGoogle Scholar
Whalen, K. A., Berlin, C., Ekberg, J., Barletta, I., & Hammersberg, P. (2018). ‘All they do is win’: Lessons learned from use of a serious game for Circular Economy education. Resources, Conservation and Recycling, 135, 335–345. https://doi.org/10.1016/j.resconrec.2017.06.021CrossRefGoogle Scholar
Wang, C., & Huang, L. (2021). A Systematic Review of Serious Games for Collaborative Learning: Theoretical Framework, Game Mechanic and Efficiency Assessment. International Journal of Emerging Technologies in Learning, 16(6). DOI: 10.3991/ijet.v16i06.18495CrossRefGoogle Scholar
Wang, Y., Rajan, P., Sankar, C. S., & Raju, P. K. (2016). Let them play: the impact of mechanics and dynamics of a serious game on student perceptions of learning engagement. IEEE Transactions on Learning Technologies, 10(4), 514–525. DOI: 10.1109/TLT.2016.2639019CrossRefGoogle Scholar
Williams, A., Kennedy, S., Philipp, F., & Whiteman, G. (2017). Systems thinking: A review of sustainability management research. Journal of Cleaner Production, 148, 866–881. https://doi.org/10.1016/j.jclepro.2017.02.002CrossRefGoogle Scholar