Leitão, R, Maguire, M, Turner, S et al. (2 more authors) (2022) Ocean literacy gamified: A systematic evaluation of the effect of game elements on students’ learning experience. Environmental Education Research, 28 (2). pp. 276-294. ISSN 1350-4622
Abstract
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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
Keywords: | Gamification; ocean literacy; educational technologies; cognitive learning; motivation |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Arts, Humanities and Cultures (Leeds) > School of Design (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 27 Oct 2021 16:07 |
Last Modified: | 25 Jun 2023 22:48 |
Status: | Published |
Publisher: | Routledge |
Identification Number: | 10.1080/13504622.2021.1986469 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:179622 |