Education for sustainable development through business simulation games: An exploratory study of sustainability gamification and its effects on students' learning outcomes

Gatti, Lucia; Ulrich, Markus; Seele, Peter

doi:10.1016/j.jclepro.2018.09.130

Cited by 169 publications

(131 citation statements)

References 17 publications

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“…Game-based-learning is playing games to achieve learning objectives (Gatti, Ulrich and Seele, 2019) and is the focus of this research. While playing these games might be fun, entertainment is not the primary purpose (Müller, Reise and Seliger, 2015).…”

Section: Serious Gamesmentioning

confidence: 99%

“…For example, first-year students learned about using library resources through games to develop critical mindsets (O'Brien and Pitera, 2019). Games were used to teach sustainability (Gatti, Ulrich and Seele, 2019), entrepreneurship (Aries, et al, 2020) and, leadership (Sousa and Rocha, 2019). Nursing students developed decision-making skills through games (García-Viola, et al, 2019), and pharmacy and osteopathic students developed stronger interprofessional relationships by playing games (Boylan, et al, 2020).…”

Section: Serious Gamesmentioning

confidence: 99%

See 1 more Smart Citation

Innovation in project management education - let’s get serious!

Tews¹,

Skulmoski²,

Langston³

et al. 2020

CEB

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More educators use serious games (e.g., games where the primary objective is learning rather than enjoyment) to enhance learning due to benefits such as improved understanding and engagement. However, using serious games within project management education is not well understood. The aim of this research is to investigate project management serious games in higher education: i) determine the extent of gamification in PMI-accredited project management programs, and ii) survey university students about their experiences playing project management serious games. Two separate mixed-method studies reveal insights about serious games in higher education and where innovations may be leveraged. Traditional statistics were used to analyze quantitative data, and coding was used to analyze the qualitative data. The results from a global survey of ten PMI-accredited university programs suggest that serious games are embryonic but promising. A case study at one university reveals that students enjoy learning through games but caution against using games to formally assess students’ learning. The paper concludes with recommendations for further research and development.

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Section: Serious Gamesmentioning

confidence: 99%

Section: Serious Gamesmentioning

confidence: 99%

Innovation in project management education - let’s get serious!

Tews¹,

Skulmoski²,

Langston³

et al. 2020

CEB

View full text Add to dashboard Cite

show abstract

“…West et al 2015, Buhl et al 2017, Collins et al 2018, Mulrow et al 2019, the gamification of sustainability (e.g. Morford et al 2014, Negruşa et al 2015, Nordby et al 2016, Oppong-Tawiah et al 2018, AlSkaif et al 2018, Gatti et al 2019, and participatory citizen science approaches (e.g. Kythreotis et al 2019) have become increasingly popular for measuring and communicating the environmental impacts of individual resource use and can contribute to delivering on global goals (e.g.…”

Section: Introductionmentioning

confidence: 99%

Living within a One Planet reality: the contribution of personal Footprint calculators

Collins

Galli²,

Hipwood

et al. 2020

Environ. Res. Lett.

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During the last 50 years, humanity's Ecological Footprint has increased by nearly 190% indicating a growing unbalance in the human-environment relationship, coupled with major environmental and social changes. Our ability to live within the planet's biological limits requires not only a major rethink in how we produce and distribute 'things', but also a shift in consumption activities. Footprint calculators can provide a framing that communicates the extent to which an individual's daily activities are compatible with our One Planet context. This paper presents the findings from the first international study to assess the value of personal Footprint calculators in guiding individuals towards sustainable consumption choices. It focuses specifically on Global Footprint Network's personal Footprint calculator, and aims to understand the profile of calculator users and assess the contribution of calculators to increasing individual awareness and encouraging sustainable choices. Our survey of 4245 respondents show that 75% of users resided in 10 countries, 54% were aged 18-34 years and had largely used the calculator within an educational context (62%). The calculator was considered a valuable tool for knowledge generation by 91% of users, and 78% found it useful to motivate action. However, only 23% indicated the calculator provided them with the necessary information to make actual changes to their life and reduce their personal Footprint. The paper discusses how and why this personal Footprint calculator has been effective in enhancing individuals' understanding of the environmental impact of their actions, framing the scale of the problem and empowering users to understand the impacts of different lifestyle choices. Those individual-level and system-level changes needed to generate global sustainability outcomes are also discussed. Similar to other calculators, a gap is also identified in terms of this calculator facilitating individuals to convert new knowledge into action.

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“…Simulation games constitute a relatively novel and innovative means of teaching and learning to a) access content that aims beyond disciplinary contexts, and b) stimulate interaction among participants [8][9][10][11][12][13]. Thus, the interdisciplinary or cross-cutting nature is inherent to uno-actu assignments that are representative of simulation games, inter alia [14].…”

Section: Remote Sensing Higher Education and Simulation Gamesmentioning

confidence: 99%

Advancing Learning Assignments in Remote Sensing of the Environment Through Simulation Games

Gerner

Pause

2020

Remote Sensing

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Environmental remote sensing has faced increasing satellite data availability, advanced algorithms for thematic analysis, and novel concepts of ground truth. For that reason, contents and concepts of learning and teaching remote sensing are constantly evolving. This eventually leads to the intuition of methodologically linking academic learning assignments with case-related scopes of application. In order to render case-related learning possible, smart teaching and interactive learning contexts are appreciated and required for remote sensing. That is due to the fact that those contexts are considered promising to trigger and gradually foster students’ comprehensive interdisciplinary thinking. To this end, the following contribution introduces the case-related concept of applying simulation games as a promising didactic format in teaching/learning assignments of remote sensing. As to methodology, participating students have been invited to take on individual roles bound to technology-related profiles (e.g., satellite-mission planning, irrigation, etc.) Based on the scenario, stakeholder teams have been requested to elaborate, analyze and negotiate viable solutions for soil moisture monitoring in a defined context. Collaboration has been encouraged by providing the protected, specifically designed remoSSoil-incubator environment. This letter-type paper aims to introduce the simulation game technique in the context of remote sensing as a type of scholarly teaching; it evaluates learning outcomes by adopting certain techniques of scholarship of teaching and learning (SoTL); and it provides food for thought of replicating, adapting and enhancing simulation games as an innovative, disruptive next-generation learning environment in remote sensing.

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Education for sustainable development through business simulation games: An exploratory study of sustainability gamification and its effects on students' learning outcomes

Cited by 169 publications

References 17 publications

Innovation in project management education - let’s get serious!

Innovation in project management education - let’s get serious!

Living within a One Planet reality: the contribution of personal Footprint calculators

Advancing Learning Assignments in Remote Sensing of the Environment Through Simulation Games

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