Greenify

Lee, Joey J.; Ceyhan, Pinar; Jordan-Cooley, William; Sung, Woonhee

doi:10.1177/1046878112470539

Cited by 93 publications

(30 citation statements)

References 20 publications

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“…These results achieved and expressed in the particular context of this study are in line with other studies that preceded this one. These studies reported that training practices using escape rooms improve student motivation [14][15][16][17], group work [24], activation and participation [31,44], as well as commitment to learning tasks [20,36], which has a close psychological relationship with the absence of a negative effect and adequate attitude of students towards the instructive process [25,45].…”

Section: Discussionmentioning

confidence: 99%

“…Gamification improves various psychosocial academic indicators such as students´motivation, as the activity to be carried out is presented as an attractive challenge for the participants [14][15][16][17][18]. Other benefits found in the literature review are resolution of problems in training activities [19], commitment to the task to be performed [20,21], interest in learning actions that lead to the achievement of didactic objectives [22], attraction to learning that favors the achievement of skills [23], social skills required to interact effectively in group practices [24], and improvement of student behavior and attitude [25].…”

Section: Gamification As a Learning Strategymentioning

confidence: 99%

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Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning

Belmonte

Robles

Cabrera

et al. 2020

IJERPH

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Innovation has allowed for and developed new ways of teaching and learning. Gamification is among the new training methodologies, which is a didactic approach based on the game structure with an attractive component for students. Within gamification, flipped learning and problem-based learning, escape rooms can be found as a technical aspect, which is focused on providing enigmas and tracks for the various educational content that students have assimilated through learning based on problem solving. The aim of this study is to identify how the use of gamification with the use of educational escape rooms affects activation and absence of a negative effect on students. 61 Master students of the Autonomous City of Ceuta participated in this case study. They were divided into three study groups (1 control group; 2 experimental groups) that followed different formative actions (control group—traditional; experimental groups—escape rooms). To achieve the objectives, a mixed research design based on quantitative and qualitative techniques was followed. The instrument used for data collection was the GAMEX (Gameful Experience Scale). The results reveal that the students who had taken a gamified formative action through escape rooms obtained better assessment results in the indicators concerning motivation, teamwork, commitment, activation, and absence of a negative effect on the learning process than those with the traditional methodology.

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Section: Discussionmentioning

confidence: 99%

Section: Gamification As a Learning Strategymentioning

confidence: 99%

Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning

Belmonte

Robles

Cabrera

et al. 2020

IJERPH

View full text Add to dashboard Cite

show abstract

“…It is important to note that the work cited in this article reflects the current scope of global research in this field, which has been dominated to date by studies in the US and Europe (Lee et al, 2013). Although these findings have greatly advanced our understanding of the complexity of climate change education strategies and behavioural interventions, they are, no doubt, country-and culture-specific and thus difficult to generalise across an economically and culturally diverse planet.…”

Section: Con Clu S I Onmentioning

confidence: 99%

“…They may ZAVAL AND CORNWELL | 483 comprise a combination of offline and online activities. For example, in the pervasive game EcoKoin, players respond to and generate ideas for sustainable living challenges and can share them within a social network to gain points (Lee, Ceyhan, Jordan-Cooley, & Sung, 2013). These socially-connected mobile games may provide powerful opportunities to educate large populations and promote changes in behaviour on a large scale.…”

Section: Gamificationmentioning

confidence: 99%

Effective education and communication strategies to promote environmental engagement

Zaval

Cornwell

2017

Euro J of Education

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Communicators of climate science seek ways to better educate and motivate individuals to personally commit to sustainable, energy‐saving activities. However, critical psychological and social barriers to conservation make this task challenging. Behavioural scientists are well aware of the difficulties that individuals and groups have in responding effectively to information surrounding climate change and have used these insights to develop a number of techniques to aid in persuading people of the importance of the issue and motivating adaptive behavioural responses. This article consolidates research findings from behavioural economics, decision science, and social psychology to explore key insights and evidence around effective climate change education strategies aimed at enhancing conservation behaviours, including analyses of cognitive bias, social influences, values, and communication strategies. In addition, we note international, academic‐private partnerships that have used interventions suggested by behavioural science to dramatic effects. We conclude by addressing implications for policymakers.

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“…In the field of climate adaptation, knowledge co-creation and enabling a joint understanding of the inherent complexity is essential [1]. While challenges for adapting society to climate change are plenty, and span over multiple sectors, awareness of these challenges, how to address them and how to balance contrasting aims that arise is still low [2,3].…”

Section: Introductionmentioning

confidence: 99%

Serious Gaming for Climate Adaptation—Assessing the Potential and Challenges of a Digital Serious Game for Urban Climate Adaptation

et al. 2020

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Serious gaming has gained increasing prominence in climate change communication, and provides opportunity to engage new audiences and new platforms for knowledge co-creation and dialogues. This paper presents the design and evaluation of a serious game on climate adaptation, primarily targeted towards high school students, practitioners and politicians. The game aims to provide an experience of the impact of climate adaptation measures, and illustrates links with selected Agenda 2030 goals, which the player has to consider, while limiting impacts of hazardous climate events. The game design builds on the key goals in Education for Sustainable Development combining comprehensive views, action competence, learner engagement and pluralism. This study draws on game sessions and surveys with high school students in Sweden, and aims to assess to what extent different aspects of the game can support an increased understanding of the needs and benefits of adaptation actions. The results of this study indicate that the game can engage players to reflect upon challenges related to climate adaptation decision making, but also point towards the challenge of including a high degree of complexity which can make it difficult to grasp consequences of individual measures, as well as to link these to the natural variability of the occurrence of extreme climatic events.Sustainability 2020, 12, 1789 2 of 18 mere entertainment such as instructional goals" [6] p. 414, has been addressed in a number of recent studies. Given the complexity of climate adaptation, referred to as a "wicked problem par excellence" [10] (p. 28), scientific knowledge, rivalling social interests as well as ethical consideration need to be recognized, and hence demand new types of educational tools. Enhancing science education by contextualizing the content as socioscientific issues is argued to increase understanding as well as to train ethical reflection and personal judgement needed in modern societies [11,12]. This is also in line with the core of Education for Sustainable Development (ESD) that strives for systems thinking and democratic action competence in a world full of conflicting interests [13,14]. In this capacity, serious games can support teachers to strengthen their Education for Sustainable Development as it provides an experience of climate adaptation, based on systems thinking and action orientation. Inspired by these two strategies, we argue that digital games can be a valuable resource in climate communication and education.Climate change games cover a wide range of related topics, such as urban development [15,16], personal action [3], land use models [17], agriculture [18-20], water management [21-25], climate risk attribution [26] and simulations of climate negotiations [27]. In their review of climate adaptation games, Flood et al. [7] present a large number of more recent games with focus on climate adaptation, and discuss their efficiency for "engaging with diverse publics and enable social learning" [7] (p. 18) as well as the role of ...

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Greenify

Cited by 93 publications

References 20 publications

Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning

Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning

Effective education and communication strategies to promote environmental engagement

Serious Gaming for Climate Adaptation—Assessing the Potential and Challenges of a Digital Serious Game for Urban Climate Adaptation

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