Countries around the world are expected to speed up the process of an energy transition towards cleaner energy solutions as a way to achieve sustainability and fight against climate change. Education plays an important role in this process, informing and increasing understanding on the benefits and challenges of energy efficiency and renewable energy, especially among young people. In search of innovative approaches, there is increasing attention for game-based learning as an innovative education strategy among scholars and practitioners. In this paper, we present "We-Energy Game" as an innovative educational strategy which makes use of game-based learning to create understanding on the challenges in the provision of affordable energy from renewable sources for an entire town. In addition to introducing the game, a study is presented on the effects of the game on students´ awareness on the energy transition, self-efficacy, and collective efficacy. For that purpose, a survey is conducted with 100 bachelor (Dutch and international) students aged between 18 and 30 years old, at Hanze University of Applied Sciences, before and after playing the game. We also conducted a group discussion with a smaller group of students to understand their opinion about the game. Results reveal an increase in awareness about the energy transition: in a smaller degree, we observe slightly increase in collective efficacy compared to self-efficacy. From the group discussion, findings reveal that the game makes students reflect on the complexity of the process and need for collaboration among different stakeholders.
El potencial educativo de las narrativas digitales en la comunicación para el cambio social. Jóvenes Frente al Cambio Climático como estudio de casoThe educational potential of the digital narratives in the communication for social change. Youth Against Climate Change as a case study. Lidia Peralta GarcíaProfesora del Departamento de Periodismo de la Facultad de Ciencias de la Comunicación en la Universidad Autónoma de Barcelona. Doctora en Periodismo con una tesis doctoral sobre la representación de la inmigración subsahariana a través del documental de producción española (2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011). Es miembro del grupo de investigación "Gabinete de Comunicación y Educación" dirigido por Dr. José Manuel Pérez Tornero. Su docencia y campo de investigación están relacionados con el documental, las narrativas digitales y los temas afines a la vertiente de edu-comunicación. lidia.peralta@uab.cat Tania Ouariachi PeraltaDoctoranda en Ciencias Sociales por la Universidad de Granada, donde pertenece al grupo de investigación Acceso y Evaluación de la Información Científica. Su trabajo de investigación aborda el cambio climático desde el ámbito de la comunicación y la educación, explorando el potencial de la Web 2.0. Tiene un Máster en Acción Humanitaria por la Universidad de Groningen y es Licenciada en Periodismo por la Universidad de Málaga. En los últimos años, ha trabajado en Asia como especialista de comunicación para proyectos de reducción del riesgo de desastres y adaptación al cambio climático en organismos internacionales como RIMES o UNESCO, y como periodista en diversos medios de comunicación. Assuming that JFCC is a project with a high edu-communicative potential, and in order to assess its added value, we base our methodology on the descriptive and qualitative analysis of the web platform as well as interviews.
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