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| Serious games for environmental education | |
| Tan, Cedric K. W.; Nurul‐Asna, Hidayah | |
| 2023 | |
| Source Publication | Integrative Conservation
 |
| ISSN | 2770-9329 |
| Volume | 2Issue:1Pages:19-42 |
| Abstract | Abstract Serious games are increasingly popular in multiple fields, including education and environmental engagement. We conducted a systematic review to examine the reasons for this increasing popularity, the features of successful serious games and the current trend of serious games application in environmental education. Our systematic search revealed 56 records of papers (from years 2009 to 2023) on the use of serious games for environmental education. Thirty‐five were published in the recent 5 years reflecting a growing interest in this area. The games were aimed at imparting knowledge ( N = 28), changing attitude ( N = 28) and changing behaviour ( N = 19). Reasons for the increased application of serious games include the raising awareness on serious games and growing investment in serious games development and research, as well as better technological access through mobile devices. Successful serious games exhibit the following features: an immersive experience, meaningful engagement, a learn‐by‐doing involvement, simulation of real‐world environmental problems, autonomy in game decisions and the presence of a guiding host. This review also revealed two categories of digital serious games: computer games ( N = 14) and mobile apps (N = 11), and three categories of physical games: board games ( N = 6), card game ( N = 1) and role‐playing games ( N = 2). The gaps include (1) the lack of in‐game experience data that limits our understanding of the impacts of commercial games, (2) variation in game experience and conservation experience among participants and how this translates to the impacts of serious games, and (3) lack of understanding of how the effects of serious games with high complexities on adults learning. Serious games are increasingly being digitised and moving towards location‐based games, alternate reality, augmented reality and virtual reality. These games can facilitate interaction between learners and the natural environment, and in turn strengthen environmental awareness and appreciation. Practitioner points We conducted a review of the topic ‘serious games for conservation education’ and revealed that games are beneficial for learning and for increasing proenvironmental attitude and behaviour. These outcomes are due to the immersion, meaningful engagement, learn‐by‐doing involvement, simulation of real‐world environmental problems, autonomy in game decisions and the presence of a guiding host. Games are increasingly being digitised and this facilitates learners interacting with the natural environment. Plain language summary Games are increasingly used for environmental education. We conducted a review of 56 research studies on this topic and we revealed that the popularity is explained by raising awareness on games, growing investment in game development and research, as well as better technological access through mobile devices. Successful serious games exhibit the following features: immersive experience, meaningful engagement, a learn‐by‐doing involvement, simulation of real‐world environmental problems, choices in game decisions and the presence of a host. Currently, we improve our understanding about the effects of commercial games, how the game and educational experience varies with socioeconomic factors and the effects of complex games on adult learning. Serious games are increasingly being digitised, providing a real‐world reality online. These games enable learners to interact with the natural environment, and in turn strengthen their environmental appreciation. 摘要 严肃游戏在教育和环境保护等多个领域越来越受欢迎。本文综述分析了严肃游戏日益流行的原因、特点,以及严肃游戏在环境教育中的应用趋势。经过系统的检索,得到56篇发表于2009年至2023年的关于环境教育的严肃游戏相关文章,其中有35篇发表于最近5年,表明人们对该领域的兴趣日益浓厚。这些游戏旨在传授知识(N=28)、改变态度(N=28)和改变行为(N=19)。严肃游戏日益流行的原因包括人们对严肃游戏的认识逐渐提高,严肃游戏开发和研究投资的增加,以及更好的移动设备访问技术。成功的严肃游戏具有以下特征:沉浸式体验、深度参与、边做边学、模拟现实世界的环境问题、游戏决策的自主性,以及游戏主持人的帮助。本综述研究了两类数字严肃游戏:电脑游戏(N=14)和移动应用程序游戏(N=11),以及三类实体游戏:棋类游戏(N=6)、纸牌游戏(N=1)和角色扮演游戏(N=2)。本研究的不足之处包括(1)缺少游戏体验数据,这限制了对商业游戏影响的理解,(2)参与者之间游戏体验和保护体验的差异,及其如何转化为严肃游戏的影响,(3)对复杂的严肃游戏如何影响成人学习缺乏了解。严肃游戏越来越多地数字化,并转向本地游戏、平行世界、增强现实和虚拟现实。这些游戏可以促进学习者与自然环境的互动,增强环保意识,提升环境欣赏力。【审校:刘光裕】 实践者要点 本文综述了严肃游戏在保护教育中的应用,发现严肃游戏有利于学习、可增强亲环境态度和行为。 严肃游戏的成功归结于沉浸式体验、深度参与、边做边学、对现实世界环境问题的模拟、游戏决策的自主权,以及游戏主持人的帮助。 游戏越来越数字化有助于学习者与自然环境互动。 通俗语言摘要 游戏越来越多地运用于环境教育。本文综述了关于该主题的56项研究,发现游戏受欢迎的原因是人们对游戏认识的提高、游戏开发和研究投资的增加,以及更好的移动设备访问技术。成功的严肃游戏具有以下特点:沉浸式体验、深度参与、边做边学、模拟现实世界的环境问题、游戏决策的自主权和游戏主持人的帮助。本研究促进了对商业游戏影响的理解,揭示了游戏和教育体验随社会经济因素而变化的特点,以及复杂游戏对成人学习的影响。严肃游戏日益数字化,提供现实世界的真实感。这些游戏促进了学习者与自然环境的互动,提升了他们对环境的欣赏力。 |
| DOI | https://onlinelibrary.wiley.com/doi/pdfdirect/10.1002/inc3.18 |
| Citation statistics | |
| Document Type | 期刊论文 |
| Identifier | https://ir.xtbg.ac.cn/handle/353005/14370 |
| Collection | Integrative Conservation |
| Affiliation | 1.Tan, Cedric K. W. (School of Environmental and Geographical Sciences, The University of Nottingham Malaysia Campus, Semenyih, Selangor Darul Ehsan, Malaysia) 2.Nurul‐Asna, Hidayah (School of Environmental and Geographical Sciences, The University of Nottingham Malaysia Campus, Semenyih, Selangor Darul Ehsan, Malaysia) |
| Recommended Citation GB/T 7714 | Tan, Cedric K. W.,Nurul‐Asna, Hidayah. Serious games for environmental education[J]. Integrative Conservation,2023,2(1):19-42. |
| APA | Tan, Cedric K. W.,&Nurul‐Asna, Hidayah.(2023).Serious games for environmental education.Integrative Conservation,2(1),19-42. |
| MLA | Tan, Cedric K. W.,et al."Serious games for environmental education".Integrative Conservation 2.1(2023):19-42. |
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| Serious games for en（480KB） | 期刊论文 | 出版稿 | 开放获取 | CC BY-NC-SA | View Download | |
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