Critical thinking in environmental education through digital games among students
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Critical thinking in environmental education through digital games among studentsFecha
2023Cita bibliográfica
Hamdan, F. A., Lara-Sánchez, A. J., & Arufe-Giráldez, V. (2023). Critical thinking in environmental education through digital games among students. Environment and Social Psychology, 8(2). https://doi.org/10.54517/ESP.V8I2.1725
Resumen
[Abstract]: In recent years, we have come aware of the importance of digital games-based learning environments among young
learners. In order to produce a sustainable environmental education that is interactive, persuasive, and action-oriented, it
should be interactive and persuasive. This article explains the insights gathered during the teaching of cognitive
knowledge, engaging students emotionally through the demonstration of the consequences of destructive environmental
behavior in this article. Many studies show that knowledge acquisition in digital games has a significant impact on
collaborative learning compared to individual digital game playing. This method study has been examined among 50
students in a high school in environmental education trend in Jaffa-Tel Aviv, who played a game individually (n = 50), in
a collaborative group (n = 40) and in a control group (n = 38). During the designed digital games, the students were asked
to complete an open-ended questionnaire to identify their thinking skills. A higher level of attitude learning was observed
from games compared to traditional pedagogical methods and pro-environmental behavior was achieved. It is important
to continue evaluating the effectiveness of digital games as a learning tool and to identify best practices for their design
and implementation in educational settings.
Palabras clave
Environmental education
Digital games
Game developer
Pro-environmental behavior
Eco-awareness
Digital games
Game developer
Pro-environmental behavior
Eco-awareness
Versión del editor
Derechos
Atribución 4.0 Internacional
ISSN
2424-8975