Video games have the potential to educate and engage people-especially young people-in climate change and energy issues by facilitating the development of helpful thoughts, feelings, and actions. The objective of the present article is to propose a set of game attributes that could maximise the cognitive, emotional, and behavioural engagement of players, and lay the foundations for future work. We have used semistructured interviews with experts to identify a set of game attributes and a group discussion with teenagers to validate them. By applying grounded theory in our analysis of the experts' responses, we have developed a framework for climate change engagement through serious games. It consists of 15 key attributes that we have classified in three dimensions: cognitive, emotional, and behavioural. Literature review drawn on sources in social psychology, communication and education has contributed to further explain and justify the inclusion of each of the attributes.

The professional translation work is highly influenced by new communication opportunities, reason why teleworking must occupy its rightful place in translator training at tertiary level. In addition, the ideal translation process should be divided into different stages (as already occurs in major translation agencies), each task being assigned to a different team member with a different role. This paper presents the results of a research study on translation students’ disposition towards and level of satisfaction with the use of a collaborative work environment. We propose a “Professional Approach to Translator Training”, our didactic model combines elements of roleplay, team-based task learning, simulation and case study in an innovative e-learning environment that functions via a collaborative platform (BSCW).Questionnaires were designed and used as evaluation tools before and after the experience of working in a collaborative environment. The aim of these evaluation tools was to measure students’ knowledge of the following skills: computing, tele- and teamwork, and translation tasks. The internal global consistency was adequate (Cronbach’s alpha in the pre-course questionnaire is 0.902 and the value for the post-course questionnaire is 0.802).
 Results show that collaborative work environments make the learning process easier, maintain students’ pre-existing positive disposition towards teamwork, and improve students’ self-confidence with regard to computers and translation tasks. The data obtained from this study suggest that using a collaborative work platform in translation course is beneficial, enabling students to gain confidence and feel satisfied with their work.

In search of innovative approaches capable of connecting climate change issues with teenagers, scholars and practitioners have become interested in harnessing the potential of gaming for advancing climate change communication. This article aims to propose a set of criteria, validated by experts through the Delphi method, by which to analyze communicative features of online climate change games. The use of the criteria is illustrated with an evaluation of a sample of Spanish games to which we apply qualitative content analysis, narratology, and ludology techniques. Our findings reveal some positive communicative trends in terms of narratives, contents, and gameplay.

Videogames have become educational, communicative and social tools among the young, favouring the acquisition of skills, abilities and values, encompassing an endless number of themes, and helping them to experience and to face, in the first person, a great diversity of environmental situations and ecology problems. Thus, the present article aims: (a) to evaluate a sample of 20 educational videogames about water, making use of some empirical criteria of quality; and (b) to design, validate and apply an integrated quality indicator of educational videogames on water, based on the aspects of narrative, gameplay and education, which allows us to obtain a ranking. The findings reflect a ranking of games allowing us to suggest that the nature of the game (simulation, adventures, platforms or questions) does not determine the quality of the game, although generally simulations and adventure games are placed in a range of medium- or high-quality, as well as those games that pursue objectives related to the design and management of a territory in a sustainable way. The paper provides teachers with quality criteria based on narrative and gameplay that complement and enrich the pedagogical dimension.