Game-Based Learning for Sustainable Development: Impacts on Students’ Perceptions by Prior Knowledge Level

Abstract

Background

Despite the recognized importance of education for sustainable development (ESD), appropriate teaching and learning methods that effectively address students’ interests and motivation remain limited. This study explored the impact of game-based learning on students’ perceptions of sustainable development, focusing on the use of a game titled FUTURE WORLDS.

Method

Participants’ knowledge of sustainable development was assessed among 30 graduate students prior to gameplay. Additionally, a concept map assessment was conducted to evaluate their perceptions of sustainable development. On average, participants engaged with the game for about 40 minutes, with all click behaviors recorded as log data. Two analytical techniques were employed: Epistemic Network Analysis (ENA) and Order Network Analysis (ONA).

Results

The analysis revealed that the majority of participants’ concept maps showed an increase in the number of concepts after gameplay. Furthermore, the frequency of concepts related to in-game problem-solving activities increased significantly. Notably, participants with higher prior knowledge demonstrated more diverse perceptions after gameplay. The high-prior-knowledge group tended to engage in self-regulated learning, whereas the low-prior-knowledge group focused more on rapid task completion rather than meaningful learning.

Discussion and Conclusion

The game FUTURE WORLDS was found to have a positive impact on participants’ awareness of sustainable development, expanding their understanding beyond environmental aspects to include economic and social dimensions. From a game design perspective, this study highlights the importance of incorporating adaptive feedback mechanisms and systems that support self-regulated learning. These strategies are particularly crucial for participants with limited prior knowledge, ensuring the increased effectiveness of game-based learning.