Ocean literacy gamified
A systematic evaluation of the effect of game elements on students’ learning experience
Bibliographic Data
| ID | 12525639 |
|---|---|
| Authors | Rui Leitão (0000-0003-3971-3289, Loughborough University, corresponding author), Martin Maguire (0000-0003-1297-1667, Loughborough University), Sarah Turner (0000-0002-6542-8767, Loughborough University), Francisco Arenas (0000-0001-6925-3805, Interdisciplinary Centre of Marine and Environmental Research (CIIMAR), University of Porto, Porto, Portugal), Laura Guimarães (0000-0003-3360-3783, Interdisciplinary Centre of Marine and Environmental Research (CIIMAR), University of Porto, Porto, Portugal) |
| Year | 2021 |
| Volume | 28 |
| Issue | 2 |
| Pages | 276-294 |
| Publication date | 2021-10-14 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Environmental Education Research (JOURNAL) |
| Journal identifiers | ISSN: 1350-4622 • E-ISSN: 1469-5871 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13504622.2021.1986469 |
| OpenAlex | W3207101992 |
| Language | EN |
| Citations received | 10 |
| References cited | 46 |
Low levels of concern about anthropogenic climate change have been attributed to a range of factors, some of which relate to education. These include people’s lack of understanding and engagement with the multifaceted nature and extent of the problem that it presents to current and future generations. Limited knowledge is also known to be an obstacle to individual behaviour change, with important implications for young people’s perceptions of the urgency to act and awareness of the consequences of their own behaviours. In this study, we explored ways to address low levels of understanding about ocean science dimensions to climate change phenomena, cognisant of a growing awareness that formal education curricula do not adequately engage young people with developing ocean literacy. Participants were a sample of secondary school students (11 to 14 years) in Portugal and the UK. Using a gamified mobile application, it was examined relationships between the use of different game elements such as points, badges and leaderboards, and learning outcomes. Systematic evaluation of each element shows how different game features affected the participants’ learning experience and learning outcomes. Implications for formal and informal marine education, climate education, and how to improve ocean literacy efforts, are also discussed
Climate change · Curriculum · Environmental education · Literacy · Mathematics education · Pedagogy · Perception · Educational Games and Gamification · Environmental Education and Sustainability · Outdoor and Experiential Education · Psychology · Ecology
Exploring the Impact of Computer RPG Game-Based Teaching Modules on Environmental Education for Eighth-Grade Junior High School Students
High School Students’ Motivation to Learn Climate Change Science through Educational Computer Games
Exploring the Impact of Interactive Multimedia E‐Books on the Effectiveness of Environmental Learning, Pro‐Environmental Attitudes, and Behavioural Intentions Among Primary School Students
Where inquiry-based science learning meets gamification
A Bibliometric and Content Analysis of Gamified Learning Strategies in University Music Education
Assessment of botanical learning through an educational intervention based on aromatic plants and their uses in the immediate environment
Teaching ocean literacy in science education
Climate education through online narrative games
Diving into a sea of knowledge
The effect of gamified e-learning on marine ecology education
Gamification. using game-design elements in non-gaming contexts
Tablet use in schools
Environmental knowledge and conservation behavior
Toward Meaningful Engagement
From game design elements to gamefulness
Guidelines for usability testing with children
Development of the International Ocean Literacy Survey
Education as Sustainability
Residential marine field-course impacts on ocean literacy
| Unique citing works | 10 |
|---|---|
| Citations per year | 5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |