Outstanding Videogames on Water: a Quality Assessment Review Based on Evidences of Narrative, Gameplay &amp;amp; Didactic Criteria

Galván-Pérez, Laura; Ouariachi, Tania; Pozo-Llorente, Ma Teresa; Gutiérrez-Pérez, José

doi:10.20944/preprints201808.0212.v1

Cited by 4 publications

(1 citation statement)

References 14 publications

(16 reference statements)

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“…Like Pepin, Gueudet, and Trouche [56], we argue that, now more than ever, the design and selection of digital curricular resources has become a crucial aspect of teachers' work, and that this is one of the areas of digital competence where teachers (both pre-service [10] and in-service [56]) encounter difficulties. However, most of the indicators developed to date have related to technical or design aspects [57,58], neglecting or missing pedagogical criteria for selection [59]. The proposal introduced in the current study can fill in this gap and incorporate the perspective of competence-based teaching.…”

Section: Discussionmentioning

confidence: 99%

Sustainability Teaching Tools in the Digital Age

2020

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The increasing presence and relevance of Information and Communications Technology (ICT) in learning scenarios has imposed new demands on teachers, who must be able to design new learning situations while relying on the growing supply of available digital resources. One of the fields that more urgently needs to utilize the potential benefits of ICT to transform learning is sustainability, and more precisely the development of sustainability competences (SCs). Indeed, wider societal changes are needed that ensure a balance between economic growth, respect for the environment, and social justice, and these changes must start with individual action, knowledge, and the capacity and willingness to act (i.e., the definition of "competence"). However, although there is a wide consensus on the fact that education should ensure the acquisition of competences for life, making this a reality may be more problematic. This difficulty stems, partly, from a lack of a definition of the intervening elements (knowledge, skills, values, attitudes) that enables the integration of competences into specific learning sequences and activities. Taking into account all the above and the difficulties that teachers face in choosing relevant resources and incorporating competences into their planning, we propose a series of indicators that serve to characterize the four dimensions of scientific competence: contents of science, contents about science, the value of science, and the utility of science in educational materials. Although primarily intended for filtering multimedia resources in an educational platform, this instrument (as well as the indicators therein) can be extrapolated to the selection and management of a variety of resources and activities, eventually selecting those that are more useful for the acquisition of the scientific competence. They can also provide learning-managers with a common ground to work on by sharing the objectives and indicators related to the acquisition of competences.

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Section: Discussionmentioning

confidence: 99%

Sustainability Teaching Tools in the Digital Age

2020

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Perceptions of Teachers in Training on Water Issues and Their Relationship to the SDGs

2021

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Water conservation is essential for any activity, as well as for the survival of both human and other living beings. It is commonly associated with access to clean water and sanitation, or even to unsustainable production and consumption, or sustainable cities and communities. However, there is increasing awareness of emerging issues related to water resources and their impact or relationship with other issues, such as climate change, access to food, health and well-being, or biodiversity (marine and terrestrial). Therefore, this study is aimed at understanding the perception of students of the Degrees in Early Childhood Education and Primary Education concerning water issues and their relationship Sustainable Development Goals (SDGs; number 2,3,6,11,12,13,14 and 15) in a coastal urban context. The study used a qualitative design, in which 59 student teachers were interviewed. The instrument was validated by 12 experts. The content analysis indicates that student teachers understand that there is an environmental problem in relation to water caused by human behaviour, and that its effects have an impact on other areas that are related to the SDGs included in the 2030 Agenda.

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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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Outstanding Videogames on Water: a Quality Assessment Review Based on Evidences of Narrative, Gameplay & Didactic Criteria

Cited by 4 publications

References 14 publications

Sustainability Teaching Tools in the Digital Age

Sustainability Teaching Tools in the Digital Age

Perceptions of Teachers in Training on Water Issues and Their Relationship to the SDGs

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

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