The use of educational game design and play in higher education to influence sustainable behaviour

Simple item page
dc.contributor.authorMercer, Theresa G.
dc.contributor.authorKythreotis, Andrew P.
dc.contributor.authorRobinson, Zoe P.
dc.contributor.authorStolte, Terje
dc.contributor.authorGeorge, Sharon M.
dc.contributor.authorHaywood, Stephanie K.
dc.date.accessioned2017-03-24T12:05:48Z
dc.date.available2017-03-24T12:05:48Z
dc.date.issued2016-07-21
dc.description.abstractPurpose The purpose of this paper is to discuss a novel life cycle approach to education for sustainable development (ESD) where the students become “design thinkers”. Design/methodology/approach A case study on the creation, development and utilisation of educational games by university students is presented. The paper discusses the case study in the context of Kolb’s experiential learning and dynamic matching model, Perry’s stages of intellectual development and Beech and Macintosh’s processual learning model. The data used were from questionnaire feedback from the pupils who played the games and students who designed the games. Further qualitative feedback was collected from local schools involved in playing the games created by the students. Findings Overall, the students responded positively to the assessment and would like to see more of this type of assessment. They enjoyed the creativity involved and the process of developing the games. For the majority of the skill sets measured, most students found that their skills improved slightly. Many students felt that they had learnt a lot about effectively communicating science. The school children involved in playing the student-created games found them accessible with variable degrees of effectiveness as engaging learning tools dependent on the game. Originality/value This paper contributes a new approach to ESD which incorporates learner-centred arrangements within a full life cycle of game creation, delivery, playing and back to creation. The games can be used as a tool for enhancing knowledge and influencing behaviours in school children whilst enhancing ESD capacity in schools. The assessment also helps forge important links between the academic and local communities to enhance sustainable development.en_UK
dc.identifier.citationTheresa G. Mercer, Andrew P. Kythreotis, Zoe P. Robinson, et al., (2017). The use of educational game design and play in higher education to influence sustainable behaviour. International Journal of Sustainability in Higher Education, Volume 18, Issue 3, pp. 359-384en_UK
dc.identifier.issn1467-6370
dc.identifier.urihttp://dx.doi.org/10.1108/IJSHE-03-2015-0064
dc.identifier.urihttp://dspace.lib.cranfield.ac.uk/handle/1826/11652
dc.language.isoenen_UK
dc.publisherEmeralden_UK
dc.rightsAttribution-NonCommercial 4.0 International
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/
dc.subjectEnvironmental sustainabilityen_UK
dc.subjectEducation for sustainable developmenten_UK
dc.subjectPro-environmental behaviouren_UK
dc.subjectEducational gamesen_UK
dc.subjectStudent-led experiential learningen_UK
dc.titleThe use of educational game design and play in higher education to influence sustainable behaviouren_UK
dc.typeArticleen_UK

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
The_use_of_educational_game_design_and_play_in_higher_education-2017.PDF
Size:
5.18 MB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.79 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

Staff publications (SWEE)