Does the Cards against Calamity Learning Game Facilitate Attitudes toward Negotiation, Civics, and Sustainability? Empirical Findings from Greek Graduates
Bibliographic Data
| ID | 22043371 |
|---|---|
| Authors | Eleni Makri (0000-0001-9502-2066, Cyprus International University, corresponding author), Eleni G Makri (Unicaf, Old International Airport, 7130 Larnaca, Cyprus) |
| Year | 2022 |
| Volume | 12 |
| Issue | 11 |
| Pages | 738 |
| Publication date | 2022-10-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci12110738 |
| OpenAlex | W4307269151 |
| Language | EN |
| References cited | 38 |
Learning games for instruction constitute a progressively important, mutually universal challenge for academics, researchers, and software engineers worldwide. Embracing no definite rules for encouraging negotiation, civics, and sustainability game-based learning and agency decisions, this study investigates negotiation/conflict and civics/sustainability-related attributes, as examined through the use of a learning game in a college environment. The author elaborates on the negotiation/conflict and civics/sustainability-related knowledge, attitudes, and skills of 60 Greek non-public college post-graduate students, explored post-gaming, and compared with classroom instruction as part of a negotiation/conflict management module in business psychology sessions in 2019/2020. The findings indicate the integrative negotiation/conflict resolution management and positive civics/sustainable development-associated attitudes of learners post-gaming when compared with lecture instruction. Cooperation, civic action, seeking knowledge about political/societal issues, and gains in problem-solving skills predicted civic responsibility attributes post-gameplay. Non-working status significantly affected the “argument”/verbal fight negotiation/conflict management perceptions of students with non-voting in elections status post-gaming, while working significantly influenced “walk away”/neutral negotiation/conflict resolution attitudes in participants with non-voting in elections status after gameplay. Non-voting in elections attributes significantly impinged on “argument”/verbal fight negotiation/conflict management attitudes for Athens municipality students after gaming. The learning game-based negotiation/conflict management- and civic/sustainability spectrum-related positive effects are reviewed alongside academic and management outcomes, and directions for future research are presented in light of global learning game negotiation/conflict resolution and civics/sustainability-related teaching and learning
Civics · Conflict management · Negotiation · Pedagogy · Political science · Politics · Public relations · Sustainability · Voting · Educational Games and Gamification · Ethics in Business and Education · Law · Psychology
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| Citation velocity | historical |
|---|---|
| Highly cited | No |