![]() 2012) because they can encourage exploration and experimentation when used purposefully by teachers and parents, as “objects-to-think-with” (Holbert and Wilensky 2019). In this context, digital games can serve as effective pedagogical tools (Janakiraman et al. UNESCO ( 2019) emphasizes the need to design “learning in an interactive, learner-centred way that enables exploratory, action oriented and transformative learning,” that would inspire learners to act sustainably (para. 2012), and be interactive (Meya and Eisenack 2018) and adapted to needs of young students. 2019), be persuasive in order to change attitudes and behaviors (Griset 2010 Sinatra et al. Education should promote mindfulness (Wang et al. 2016) because they are the citizens of the future (Fielding and Head 2012). Sustainability education needs to create awareness in K-12 students (Buchanan et al. 2014) and have prescribed education for sustainable development as a solution (Meya and Eisenack 2018 UNESCO n.d.). Researchers and policy makers studied how individual attitudes and beliefs inform and affect pro-environmental decisions and actions (Amburgey and Thoman 2012 Jowett et al. Even this knowledge does not encourage pro-environmental behaviors. Also, pandemics like COVID-19 are due to zoonotic transmission of diseases from animals to humans caused by alteration to natural habitats (UNEP 2020). However, people fail to recognize that the main cause is human induced (anthropocentric) changes to atmospheric composition (Karl and Trenberth 2003 Meya and Eisenack 2018). Melting polar ice, temperature departures, and climate change across the globe (Brinkmann 2020 Osiobe 2020 Vorkinn and Riese 2001) have made most people eco-aware. Interviews explained the learning experiences of game players and how it produced pro-environmental behaviors. Also, attitudinal learning from games was higher compared to traditional instructional methods. Surveys based on the Theory of Planned Behavior (TPB) and the Attitudinal Learning Instrument (ALI), showed that attitudinal learning from games was similar for collaborative and individual players. Also, differences between students who played the game and a control group ( n = 42) was examined. This mixed methods study conducted in a high school in India, examined the attitudinal learning among students who played a game individually ( n = 45) and collaboratively ( n = 44). However, a similar comparison with respect to attitudinal learning involving a socio-scientific topic has not been conducted before. Most studies involving games in different subjects showed that knowledge acquisition was greater in collaborative learning than individual game play. Purposefully designed digital games for attitudinal instruction provide cognitive knowledge, engage learners emotionally by showing the consequences of harmful behaviors, and encourage correct behaviors. Traditional instructional methods create eco-awareness but do not make people act. Environmental sustainability education should create eco-awareness and produce pro-environmental behaviors. ![]()
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