Effectiveness of digital games in producing environmentally friendly attitudes and behaviors: A mixed methods study

Exploring the Influence of Digital Games on Environmental Attitudes and Behaviours Based on the New Ecological Paradigm Scale: A Mixed-Methods Study in India

“…The visualization of consequences immediately following actions within the game enhanced their learning and indicated whether their decisions were incorrect or correct. These learning outcomes indicate the achievement of the objectives of EVS and are similar to the findings in prior studies using various games (Harker-Schuch et al, 2020;Janakiraman et al, 2021b;Tan & Biswas, 2007;Yang et al, 2012).…”

“…Going beyond providing cognitive knowledge (Bell, 2016;Hungerford & Volk, 1990;Katsaliaki & Mustafee, 2015; Journal of Education for Sustainable Development 15:1 (2021): 72-99 Janakiraman et al Zumbach et al, 2020), games are affective and can influence behaviours (Cuccurullo et al, 2013;Ouariachi et al, 2019;Yang et al, 2017). The real-world scenarios in games show the negative impacts of wrong decisions and harmful environmentrelated behaviours immediately, which is not possible in real life (Arbuthnott, 2009;Janakiraman et al, 2021b;Knol & de Vries, 2011). Digital games provide safe zones to test behaviours, increase awareness of balanced ecosystems, change behaviours regarding environmental protection and recycling and create self-awareness of energy conservation practices through visualizations (Harker-Schuch et al, 2020;Wu & Huang, 2015;Yang, et al, 2012).…”

Exploring the Effectiveness of Digital Games in Producing pro-Environmental Behaviors when Played Collaboratively and Individually: A Mixed Methods Study in India

“…Games promote scientific problem solving (Wen et al 2018), are intrinsically motivating (Habgood and Ainsworth 2011;Prensky 2003) and are therefore suitable for EVS (Bell 2016;Cheng et al 2013;Cuccurullo et al 2013). They can create feelings of empathy, provide a discovery learning environment, help visualize the interrelatedness of the environment, and promote systems thinking (Janakiraman et al 2020;Fabricatore and López 2012;Liarakou et al 2012;Nordby et al 2016;Yoon et al 2017). Games increase players' knowledge of sustainability issues and sustainable development strategies (Janakiraman et al 2018;Katsaliaki and Mustafee 2015) by making them perform actions that may be inconsistent with their existing attitude and slightly consistent with the target attitude (Kamradt and Kamradt 1999).…”

“…3). In this context, digital games can serve as effective pedagogical tools (Janakiraman et al 2020;Harker-Schuch et al 2020;Wu and Huang 2015;Yang et al 2012) because they can encourage exploration and experimentation when used purposefully by teachers and parents, as "objects-to-think-with" (Holbert and Wilensky 2019).…”

Humanities quantorium as a technological digital environment

“…At the same time, we are close to the point of view of the researchers Stéphanie Philippe and the team of authors of the article "Multimodal teaching, learning and training in virtual reality: a review and case study", as well as Zois Koukopoulo, Dimitrios Koukopoulos, who note that updating the educational environment along the path E3S Web of Conferences 258, 07006 (2021) UESF-2021 https://doi.org/10.1051/e3sconf/202125807006 of digitalization leads an indispensable update of the teaching strategy, a more active introduction of a technological approach to organizing the cognitive activity of students, the use of educational technologies in combination with digital means [1,2]. General ideas about the development of education technologies and their adaptation to the digital environment to obtain optimal educational results were reflected in the research of Brandon Olszewski, Helen Crompton on providing adequate opportunities for students to acquire digital age skills [3], Anja Hawlitschek, Sven Joeckel -on methods of optimal use educational opportunities of digital games to enhance the cognitive activity of students and improve the quality of learning [4], Qiulian Song Ling He, Xiaoqiang Hu -on the effectiveness of the use of interactive educational technologies and digital tools in teaching history [5], Shamila Janakiraman and a team of researchers -on the possibilities the use of digital games to improve the quality of education [6].…”