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Adapting the Engagement Level of the Growing Greener Card Game to Stimulate Climate-Friendly Behaviour for Elementary School Students

Augustijn, Else (2023) Adapting the Engagement Level of the Growing Greener Card Game to Stimulate Climate-Friendly Behaviour for Elementary School Students.

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Abstract:Serious games have the ability to foster climate-friendly behaviour. However, for them to do so these games need to be engaging. The level of engagement within a serious game can be increased by stimulating active participation. Active participation can be increased by, for example, giving people responsibility for a task, letting them explain their actions, and using problem-based learning or content creation. Little investigation has been done on the engagement level of elementary school students for the serious climate change game developed by Growing Greener. Therefore, this study investigated whether engagement could be increased by adding active participation through a self-developed card within the children’s version of the Growing Greener card game, targeted at elementary school students, ages eight to twelve. The results were analysed through a quasi-experimental design, using a control group playing the regular card game, and an experimental group playing the game including the additional self-developed card. Thirty-one elementary school students of either grades six, seven, or eight participated. Analyses were made on the basis of three questionnaires. Results showed that there was no significant effect on the level of engagement due to the additional self-developed card. Next, no significant increase was found in game engagement between the conditions, and no correlation was found between game engagement and the execution of climate actions. The difference between the conditions in the execution of the climate actions was limited. Moreover, the experimental group did not execute their self-developed card more often than the card they choose from the original deck. These findings could be explained by, for example, a lack of game-like elements within the game, external factors like parental attitude and student cognition, and a lack of time to finish the self-developed card. Even though this study showed no enhanced engagement through the self-developed card, it contributed to the knowledge on the effectiveness of the Growing Greener card game for elementary school students.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology, 81 education, teaching
Programme:Psychology MSc (66604)
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