DOI
10.5703/1288284317297
Document Type
Brief
Abstract
Sustainability education must not stop with creating awareness, it should promote mindfulness, be persuasive, and also adapt to the needs of young learners (Janakiraman et al., 2018). Knowledge, when provided as an activity and experience that is situated in scenarios, will help learners develop situated understandings (Gee, 2008). In environmental sustainability education (ESE), digital games can serve as effective pedagogical tools because they can encourage exploration and experimentation when teachers and parents use them purposefully. This brief examines the following questions: (a) Were there any differences in the environmental attitudes between students who played a game and students who did not play the game based on the New Ecological Paradigm scale? (b) What were the perceptions of participants who played the game regarding their environmental attitudes and behaviors?
Included in
Games in Environmental Sustainability Education
Sustainability education must not stop with creating awareness, it should promote mindfulness, be persuasive, and also adapt to the needs of young learners (Janakiraman et al., 2018). Knowledge, when provided as an activity and experience that is situated in scenarios, will help learners develop situated understandings (Gee, 2008). In environmental sustainability education (ESE), digital games can serve as effective pedagogical tools because they can encourage exploration and experimentation when teachers and parents use them purposefully. This brief examines the following questions: (a) Were there any differences in the environmental attitudes between students who played a game and students who did not play the game based on the New Ecological Paradigm scale? (b) What were the perceptions of participants who played the game regarding their environmental attitudes and behaviors?