George, SM and Mercer, T and Kythreotis, AP and Stolte, T and Robinson, Z and Haywood, SK (2017) The Use of Educational Game Design and Play in Higher Education to Influence Sustainable Behaviour. International Journal of Sustainability in Higher Education, 18 (4). ISSN 1467-6370

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Abstract

Design/methodology/approach: A case study on the creation, development and utilisation of educational games by university students is presented. We discuss 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 was from questionnaire feedback from the pupils that played the games and students that 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. Research limitations/implications: Practical implications: 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.

Item Type: Article
Uncontrolled Keywords: student-led experiential learning, environmental sustainability, pro-environmental behaviour, education for sustainable development, educational games
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Faculty of Natural Sciences > School of Physical and Geographical Sciences
Depositing User: Symplectic
Date Deposited: 19 Aug 2016 09:04
Last Modified: 28 Feb 2017 14:18
URI: http://eprints.keele.ac.uk/id/eprint/2114

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