Using a Cooperative Educational Game to Promote Pro-Environmental Engagement in Future Teachers

Abstract

This paper explores the value of cooperative games in enhancing knowledge and generating pro-environmental engagement in students. For this, an educational board game related to global change was developed, validated, and subsequently evaluated using future primary school teachers. The board game was validated and evaluated in two phases. Phase I (validation phase): students pursuing a Master’s Degree in Secondary Education evaluated different aspects of the game, providing feedback that improved the game design and playing rules. Phase II (implementation–evaluation phase): the game was implemented using students of the Primary Education Degree, whose learning performance and engagement was assessed through a qualitative survey. These participants were considered potential users of the board game. The users’ experience was explored using a theoretical framework for pro-environmental engagement through playing the game. The findings demonstrate that the cooperative game proposed fomented a feeling of personal responsibility for the environment in the users. It also fostered cognitive, emotional, and behavioural engagement in the players. The results agree with the attributes present in the framework of engagement with respect to climate-change-related issues using gaming. Game-based learning can be used as a tool for enhancing global change knowledge and promoting pro-environmental engagement while bolstering Education for Sustainability (EfS) capacity in future primary-school teachers.

Impact of Video Games, Gamification, and Game-Based Learning on Sustainability Education in Higher Education

“…Vazquez-Vilchez, M; Garrido-Rosales, D; Perez-Fernandez, B; Fernandez-Oliveras, A. (2021) [19] Questionnaires. Sierra, J; Suárez-Collado, A.…”

“…According to the most used research methods in the selected works (RQ1), Table 6 shows that four studies used mixed methods and five were developed using quantitative methods. From a quantitative perspective, the Likert-type questionnaire was the most commonly used tool [20][21][22][23][24], but complementary evaluations can also be observed, such as semi-open questions [9][10][11]19] and the analytical scoring of game levels developed in the methodological essay of the research study [11] or records [24].…”

“…At the qualitative level, group oral exams, discussions, and debates were preferentially used as the optimal methodologies for data collection [19].…”

“…On the other hand, others argue that it also helps to develop extrinsic motivation towards the discipline [19].…”

Preface for the Special Issue “Trends in Educational Gamification: Challenges and Learning Opportunities”

“…Particularly, the skills and procedures used in certain games [7] have meaningful similarities with those used to solve mathematical problems. On the other hand, GBL is also used to boost relational aspects, such as increasing motivation [8], or to promote engagement with specific topics [9].…”