A Comparative Quality Assessment between Spanish and American Serious Games on Climate Change

Ouariachi, Tania; Galván-Pérez, Laura; Gutiérrez-Pérez, José; Olvera‐Lobo, María‐Dolores

doi:10.18848/2470-9247/cgp/v04i01/33-42

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…When games are considered for instructional use, many factors must be weighed (Turkay et al, 2014). To bridge this gap, Ouariachi et al (2019) developed an evaluation tool that presents a definition of quality and a scale of scores for each of the criteria, divided into five different categories (identification, narrative, contents, gameplay, and didactics), then the integration of the five dimensions provides quality scores that allow to determine the quality scenario of games (low quality, medium quality, and high quality). This tool can be used by teachers when deciding if certain serious games fit their needs to be implemented in class.…”

Section: Games and Educationmentioning

confidence: 99%

Accelerating the Energy Transition Through Serious Gaming: Testing Effects on Awareness, Knowledge and Efficacy Beliefs

Ouariachi¹,

Elving²

2020

ECEL

Self Cite

View full text Add to dashboard Cite

To have sustainable societies, we need to accelerate the energy transition towards clean energy solutions, however, awareness and understanding of the process as well as intentions to change behaviors are still limited, especially among young people. An optimal balance considering the point of view from all parties involved is out of sight without a focus on social structures and a dialogue among all parties. In this context, universities have a critical role to play: these institutions build capacity through the development of new knowledge, new understanding and new insights, and can therefore provide effective solutions to complex societal challenges. In search of innovative approaches to reach young people, whose communicative paradigm has become more interactive and participatory, the use of serious gaming in formal education is gaining attention among scholars and practitioners: they can foster skills and abilities, contribute to content development of complex issues by integrating insights from different disciplines, and permit learning experiences that are not possible in real life. In this paper, we introduce “We‑Energy Game”, a serious game that address the urgency and complexities in the provision of affordable energy from renewable sources for an entire town. During the game, players negotiate, from their respective roles, which energy source they want to employ and on which location, with the goal to make a village or city energy neutral. Then, we present findings from a pretest and posttest completed by a hundred university students in The Netherlands to analyze the effects of the game on players awareness, understanding and efficacy beliefs. Results reveal positive outcomes on all variables.

show abstract

Section: Games and Educationmentioning

confidence: 99%