Facilitating sustainability transition through serious games: A systematic literature review

Stanitsas, Marios; Kirytopoulos, Konstantinos; Vareilles, Élise

doi:10.1016/j.jclepro.2018.10.157

Cited by 115 publications

(89 citation statements)

References 91 publications

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“…In this way, the research carried out has evolved towards a transdisciplinary vision that attempts to explain the emerging theme from pedagogical approaches focused on the professional development of teachers on the formation of a sustainable citizenship from early ages, to higher studies [30,31], technology-mediated learning for a sustainable education [32,33], as well as the imminent need for teacher training to integrate skills related to education for sustainability, considering both individual differences and the common good of the community [34].…”

Section: Discussionmentioning

confidence: 99%

Productive, Structural and Dynamic Study of the Concept of Sustainability in the Educational Field

et al. 2019

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Sustainable education is currently booming in the teaching and learning processes, although it is not without complexity, due to its various dimensions and the evolution it has undergone to date. The objective of this research is to establish a mapping and scientific evolution of the term “sustainability” in education in the Web of Science database. To do so, a bibliometrical method has been applied, through the analysis of the performance of the scientific production and the evolution of the structure and dynamism of sustainability in education, by means of an analysis of co-words. The total number of references analyzed, after following a debugging process, was 9441. The results show the boom of sustainability in education in recent times, with a great impact on research related to attitudes and sustainability. It can be concluded that a large part of the studies analyzed are of a descriptive nature, with a decrease in the number of exploratory studies, which can give a holistic vision to the subject matter presented, especially regarding the development of the curriculum and the teaching-learning process.

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Section: Discussionmentioning

confidence: 99%

Productive, Structural and Dynamic Study of the Concept of Sustainability in the Educational Field

et al. 2019

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“…Games with sustainable development themes have developed steadily in the academic world over approximately the last fifteen years and gamification has become progressively widespread since it first appeared [34,35]. In relation to model-based simulation games focusing on sustainability, climate mitigation and the transition to renewable energies, the field was opened in the 1980s, and has been increasing ever since.…”

Section: Methodological Background and Noveltymentioning

confidence: 99%

“…The game has been designed to include all three sustainability's triple-bottom line dimensions: economic, social and environmental dimension [35], as well as following Chen and Martin's [54] criteria to enhance the pedagogical capacity of environmental education: (1) it is aimed at change and not just knowledge attainment, (2) reveals behavior patterns in a real-world context, (3) highlights both internal and external influences on current environmental behavior, and (4) includes an interactive problem-solving approach that demands a solution.…”

Section: Methodological Background and Noveltymentioning

confidence: 99%

“…In the last few decades, a diversity of games focusing on sustainability have been designed and successfully applied with the purpose of facilitating the understanding of such environmental issues as water conservation, climate change, and pollution, on different scales (local vs regional vs global) varying greatly in format, technical sophistication and scientific accuracy [34,35]. This work describes the participatory simulation game Global Sustainability Crossroads, which represents an advancement with relation to already existing games through its global scope and dynamic modelling of the drivers of anthropogenic emissions, which are embedded in a dynamic participatory simulation flexible enough to be adapted to a diversity of contexts.…”

Section: Introductionmentioning

confidence: 99%

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Global Sustainability Crossroads: A Participatory Simulation Game to Educate in the Energy and Sustainability Challenges of the 21st Century

2019

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There is a general need to facilitate citizens’ understanding of the global sustainability problem with the dual purpose of raising their awareness of the seriousness of the problem and helping them get closer to understanding the complexity of the solutions. Here, the design and application of the participatory simulation game Global Sustainability Crossroads is described, based on a global state-of-the-art energy–economy–environment model, which creates a virtual scenario where the participants are confronted with the design of climate mitigation strategies as well as the social, economic, and environmental consequences of decisions. The novelty of the game rests on the global scope and the representation of the drivers of anthropogenic emissions within the MEDEAS-World model, combined with a participatory simulation group dynamic flexible enough to be adapted to a diversity of contexts and participants. The performance of 13 game workshops with ~420 players has shown it has a significant pedagogical potential: the game is able to generate discussions on crucial topics which are usually outside the public realm such as the relationship between economic growth and sustainability, the role of technology, how human desires are limited by biophysical constraints or the possibility of climate tipping points.

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“…The term "serious game" refers to games developed for a purpose beyond entertainment alone [6]. Serious games address societal challenges (e.g., ecological, social, economic, environmental, or a combination thereof) [6,[11][12][13][14][15]. Serious games tend to combine elements of entertainment (e.g., fun, suspense, mystery, inquiry) with elements of learning (e.g., developing knowledge, insights, skills).…”

Section: Characterizing Game-based Approaches For Governancementioning

confidence: 99%

Towards a Framework for Designing and Assessing Game-Based Approaches for Sustainable Water Governance

Aubert

Medema

Wals

2019

Water

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Most of the literature on serious games and gamification calls for a shift from evaluating practices to using theories to assess them. While the former is necessary to justify using game-based approaches, the latter enables understanding “why” game-based approaches are beneficial (or not). Based on earlier review papers and the papers in this special issue of Water entitled “Understanding game-based approaches for improving sustainable water governance: the potential of serious games to solve water problems”, we show that game-based approaches in a water governance context are relatively diverse. In particular, the expected aims, targeted audience, and spatial and temporal scales are factors that differentiate game-based approaches. These factors also strongly influence the design of game-based approaches and the research developed to assess them. We developed a framework to guide and reflect on the design and assessment of game-based approaches, and we suggest opportunities for future research. In particular, we highlight the lack of game-based approaches that can support “society-driven” sustainable water governance.

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Facilitating sustainability transition through serious games: A systematic literature review

Cited by 115 publications

References 91 publications

Productive, Structural and Dynamic Study of the Concept of Sustainability in the Educational Field

Productive, Structural and Dynamic Study of the Concept of Sustainability in the Educational Field

Global Sustainability Crossroads: A Participatory Simulation Game to Educate in the Energy and Sustainability Challenges of the 21st Century

Towards a Framework for Designing and Assessing Game-Based Approaches for Sustainable Water Governance

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