Environmental education and serious games: opinions, attitudes and learning from a reflective practice
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Abstract
Purpose: To identify and analyze environmental con-
tent consulted on the Internet by university students, as well as knowledge, learning and attitudes that they manifest in relation to serious games and environmental education.
Methodological design: A reflective practice was
carried out with a serious game in environmental
education (Save the Earth). Students from bachelor's
degrees related to the conceptual design, technological development, application and educational evaluation of these digital tools, that are within Information and Communication Technologies (ICT), participated. They experienced a serious game for fourteen days and answered an ad-hoc entry/exit questionnaire with 21 items to identify their opinions and knowledge about the environment and serious games, as well as learnings derived from their experience with this serious game. Focus groups were additionally held with participantsto deepen their views of serious games and their environmental knowledge before and after this reflective practice.
Findings: Findings derived from the two stages of the
questionnaire and reflections rescued from the focus
groups are prioritized. It was possible to identify that
the use of serious games with environmental content
can increase the environmental interests and learnings of the participants.
Limitations: The number of participants decreased between the first and second stages, so adjustments had to be made to consider only the questionnaires of those who participated in both stages.
Findings: Serious games are proposed as an additional possibility for environmental education in university students given their high exposure and use of ICT. Environmental learnings were identified, as well as changes in opinions and information searches.
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References
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