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Games and Learning: Actions for Quality Education as a Sustainable Development Goal

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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (1 January 2023) | Viewed by 43327

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Special Issue Editors

Prof. Dr. Víctor Abella García

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Guest Editor

Departamento de Ciencias de la Educación, Universidad de Burgos, Burgos, Spain
Interests: ICT; gamification; e-learning; video games; social networks
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Roberto Baelo

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Guest Editor

Department of General and Specific Didactics and Educational Theory, University of León, 24071 León, Spain
Interests: integration of information and communication technologies (ICT) in education; methodological innovations; gamification
Special Issues, Collections and Topics in MDPI journals

Dr. Sheila García-Martín

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Guest Editor

Department of General and Specific Didactics and Educational Theory, University of León, 24071 León, Spain
Interests: ICT; e-learning; digital competence; academic performance
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Mario Grande-de-Prado

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Guest Editor

Department of General and Specific Didactics and Educational Theory, University of León, León, 24071, Spain
Interests: ICT; digital competence; e-learning; gamification; Game based learning (GbL) and video games
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Play is something that is present in all cultures, especially in childhood stages, although in the rest of the maturational stages, the game continues to generate interest. However, this is not exclusive to human beings, since it has been shown that games are present in other species.

Until a few years ago the use of game mechanics, dynamics, and aesthetics was restricted to the most elementary levels. However, in recent years there has been a growing interest in this subject, which has caused play as a form of learning to spread to all educational stages, even reaching non-formal or informal education. Games have shown their importance in improving learning, because game is meaningful, spontaneous, and motivating. Piaget and Vygotsky highlight the role of games in cognitive development, allowing the incorporation of strategies, norms, and values in personal development. At present, games have an important role in the development of quality education, which is one of the 2030 Sustainable Development Goals (SDGs).

Among the advantages offered by games, it is worth highlighting their important didactic potential, which ranges from adapting to different learning rhythms, allowing mistakes, receiving instant feedback, developing creativity, and increasing the motivation and socialization of the students, as well as their commitment and participation in tasks and the acquisition of skills.

In education, there are three important concepts linked to play. These are gamification, game-based learning (GBL), and serious games. Although they are all related, they have different characteristics.

In this context, we are seeking contributions that advance the state of the art in designing game-related learning.

Topics of interest for this Special Issue include (but are not limited to):

Gamification;
Serious games;
Game-based learning theories and design;
Design guidelines for educational games;
Educational Video games;
Game design models in education;
Design patterns for educational games;
Educational games and sustainability;
Escape rooms and breakouts;
Storytelling;
ICT and gamification.

Prof. Dr. Víctor Abella García
Prof. Dr. Roberto Baelo
Prof. Dr. Sheila García-Martín
Prof. Dr. Mario Grande-de-Prado
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

gamification
game-based learning
educational games
escape rooms
video games

Published Papers (10 papers)

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Research

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15 pages, 2110 KiB

Open AccessArticle

Promoting the Sustainability of Artisanal Fishing through Environmental Education with Game-Based Learning

by Antonio Torralba-Burrial and Eduardo Dopico

Sustainability 2023, 15(17), 12905; https://0-doi-org.brum.beds.ac.uk/10.3390/su151712905 - 25 Aug 2023

Cited by 2 | Viewed by 1632

Abstract

Oceans provide a wide range of ecosystem services, including food and cultural ecosystem services derived from fisheries. The sustainability of fisheries is addressed by United Nations Sustainable Development Goal 14 on ocean conservation, and education strategies should include ways to achieve it. In this paper, we describe a game-based learning environmental education experience for the promotion of artisanal fishing developed in northwest Spain, in which more than a thousand primary education students (aged 6–12) participated. Following a qualitative methodology, we analyze our own generated games, their formative assessment, and the results of their implementation in schools and informal education events. Moreover, we compare the educational games generated with other game-based learning experiences on ocean literacy and the sustainability of fisheries. These educational experiences provide play-based learning opportunities in which students show great motivation and increase their knowledge about marine biodiversity, the socio-environmental effects of fisheries, and ocean conservation. Some differences were identifiable in the choice and design of the games, including their type and duration, the dimensions of sustainability analyzed, the specific learning objectives sought, the historical and cultural references used, cooperative peer learning, and the generation of shared knowledge. In this experience, the inclusion of education for responsible consumption (SDG 12) within the sustainability of fisheries represents a remarkable innovation, empowering students in their role as fish consumers. Full article

(This article belongs to the Special Issue Games and Learning: Actions for Quality Education as a Sustainable Development Goal)

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18 pages, 704 KiB

Open AccessArticle

Development of a Comprehensive Process for Introducing Game-Based Learning in Higher Education for Lecturers

by María Fernández-Raga, Darija Aleksić, Aysun Kapucugil İkiz, Magdalena Markiewicz and Herbert Streit

Sustainability 2023, 15(4), 3706; https://0-doi-org.brum.beds.ac.uk/10.3390/su15043706 - 17 Feb 2023

Cited by 2 | Viewed by 3122

Abstract

Emerging trends such as digitalization, globalization, and the COVID-19 pandemic are forcing higher education institutions to undergo constant organizational and technological changes and to introduce innovative pedagogical approaches suitable for teaching a new generation of students—the so-called digital natives. The goal of this paper is to engage in the ongoing debate in higher education about new teaching methods, i.e., game-based learning methods, which meet the needs of digital natives. They have grown up in a fast-paced, technology-driven society, which has affected how they absorb information, their ability to concentrate for extended periods, and their motivation and engagement in the learning process. Existing research suggests that implementing the game-based learning method can be very difficult and costly, as it often requires adapting the freely available game to the requirements of the particular course and additional investment in purchasing appropriate equipment. In this paper, we develop a comprehensive procedure for introducing a cost-effective game-based learning method in higher education, which includes thirteen steps to help lecturers introduce game-based activities straightforwardly into their teaching processes. In addition, we also present security, cultural, and quality assurance issues that need to be considered when implementing game-based learning in higher education. Full article

(This article belongs to the Special Issue Games and Learning: Actions for Quality Education as a Sustainable Development Goal)

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18 pages, 1682 KiB

Open AccessArticle

Rethinking the Ideology of Using Digital Games to Increase Individual Interest in STEM

by Shahrul Affendi Ishak, Rosseni Din, Nabilah Othman, Serge Gabarre and Umi Azmah Hasran

Sustainability 2022, 14(8), 4519; https://0-doi-org.brum.beds.ac.uk/10.3390/su14084519 - 11 Apr 2022

Cited by 6 | Viewed by 3224

Abstract

Using games to teach science, technology, engineering, and mathematics (STEM) can enhance the quality of education. The idea of using digital games to increase individual interest towards STEM has been implemented as gaming technology has evolved in the 21st century. A correlation exists between using digital games and the learning outcomes which suggests that incorporating digital games may develop interest; however, the theoretical discussion on how interest may be developed with digital games remains inconclusive, thus, resulting in the need for further discussion. Hence, we aim to contribute with a discussion on how STEM digital games can develop individual interest in STEM. Previous studies on digital games in the STEM education context support the arguments presented in this study, therefore, there is a high probability that STEM digital games develop interest. Nevertheless, this can only be achieved with a good STEM game design and defining what is a good STEM game design is subjective. Several elements can be used as indicators to describe the quality of a design. These include the pedagogical learning content and the inclusion of fun elements within a design. Therefore, we propose the integration of theories with pedagogy, learning strategies, STEM learning content, game elements, and game principles design to ensure the presence of a three-layer process to develop interest. The creativity of game designers and developers is key to creating appealing STEM digital games providing young players with an inspiring experience. Full article

(This article belongs to the Special Issue Games and Learning: Actions for Quality Education as a Sustainable Development Goal)

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16 pages, 533 KiB

Open AccessArticle

Game Jams as Valuable Tools for the Development of 21^st-Century Skills

by Ruth S. Contreras-Espinosa and Jose Luis Eguia-Gomez

Sustainability 2022, 14(4), 2246; https://0-doi-org.brum.beds.ac.uk/10.3390/su14042246 - 16 Feb 2022

Cited by 5 | Viewed by 3192

Abstract

The concept of 21^st-century skills refers to the knowledge, skills, and emotions that are critical to successfully navigating today’s world. Game jams can act as spaces to develop these skills and thus boost cooperative learning, problem-based learning, or co-creation. Additionally, game jams offer opportunities to improve collaboration and creativity skills, among others. This paper summarizes three years of activities designing and studying game jams to develop 21^st-century skills, focused on Mexican students aged 12–16 years old. Data were compiled through direct observation, open-ended questionnaires, and interviews and were subject to thematic analysis in order to construct new knowledge on a previously underexplored topic. The results suggest that game jams are valuable tools to develop 21^st-century skills, and, although the outcomes of skill evaluation may vary and may be difficult to verify, the participants reported increased skills, such as creativity or collaboration. Finally, this paper provides recommendations based on the research and practice conducted by the authors on how to use game jams to develop 21^st-century skills and different ways to organize game jams, along with the resources needed. Full article

(This article belongs to the Special Issue Games and Learning: Actions for Quality Education as a Sustainable Development Goal)

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22 pages, 5002 KiB

Open AccessArticle

Design of Educational Tools Based on Traditional Games for the Improvement of Social and Personal Skills of Primary School Students with Hearing Impairment

by Jesús Fernández-Gavira, Paola Espada-Goya, Virginia Alcaraz-Rodríguez and David Moscoso-Sánchez

Sustainability 2021, 13(22), 12644; https://0-doi-org.brum.beds.ac.uk/10.3390/su132212644 - 16 Nov 2021

Cited by 8 | Viewed by 3986

Abstract

The proposed work aims to offer an educational proposal with which to approach the Physical Education class with hearing impaired students through the use of different tools, with special attention to technological ones. These in turn are structured into objectives, materials, organisation, graphic description and a QR code for each game. These codes are linked to different videos hosted on the YouTube platform, in which the explanation of the games, mentioned above, can be visualised graphically using sign language. The whole creative process is described in the article, as well as possible pedagogical applications of the use of the tools created for this purpose in other educational contexts. Full article

(This article belongs to the Special Issue Games and Learning: Actions for Quality Education as a Sustainable Development Goal)

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20 pages, 17962 KiB

Open AccessArticle

Design of a Virtual Reality Software to Promote the Learning of Students with Dyslexia

by Sonia Rodríguez-Cano, Vanesa Delgado-Benito, Vanesa Ausín-Villaverde and Lucía Muñoz Martín

Sustainability 2021, 13(15), 8425; https://0-doi-org.brum.beds.ac.uk/10.3390/su13158425 - 28 Jul 2021

Cited by 15 | Viewed by 4186

Abstract

The research conducted is part of the European project Erasmus+ FORDYSVAR, whose main objective is to contribute to the educational inclusion of students with dyslexia, aged between 10 and 16 years old, through the use of technology, specifically virtual reality (VR), to improve the access, participation, and educational achievement of students with this learning difficulty. This is a qualitative and interpretative study with a descriptive character. The objective of this work is to design a VR application that contributes to the learning of students with dyslexia based on user-centered design as a methodology. The developmental lines to be addressed in the application have been defined, the features to be included have been determined, and the activities that make up the software have been designed. All this is based on the analysis of the needs and interests of the end users (students with dyslexia) as well as the vision of professionals (teachers and dyslexia intervention specialists). The results obtained allow us to conclude that VR technology is an interesting avenue of treatment, as it offers a ludic, safe, controlled, and motivating environment for students with dyslexia. Full article

(This article belongs to the Special Issue Games and Learning: Actions for Quality Education as a Sustainable Development Goal)

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13 pages, 2086 KiB

Open AccessArticle

Serious Games and Mathematical Fluency: A Study from the Gender Perspective in Primary Education

by Fernando Fraga-Varela, Esther Vila-Couñago and Ana Rodríguez-Groba

Sustainability 2021, 13(12), 6586; https://0-doi-org.brum.beds.ac.uk/10.3390/su13126586 - 09 Jun 2021

Cited by 5 | Viewed by 2722

Abstract

In recent years, serious games offer great opportunities for learning processes at schools. However, it is unclear whether this type of proposals can offer differentiated answers among the students according to their gender. In this context, the aim of this paper is to know the possible differences that occur in primary school classrooms according to gender, with serious games designed for the development of mathematical fluency, and to examine to what extent these games contribute to the overall school performance. We carried out a quasi-experimental study, including pretest and posttest, without control group and with several experimental groups, and the participation of 284 students from first to fourth grade. The results show that the software benefits boys and girls equally, compared to the previously followed methodology that benefited boys. A clear relation between the results achieved and the performance in the overall students’ grades has also been observed. The conclusions show the potential of serious games in school settings, and the opportunity to approach performance differences based on the gender. Full article

(This article belongs to the Special Issue Games and Learning: Actions for Quality Education as a Sustainable Development Goal)

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18 pages, 4264 KiB

Open AccessArticle

Does Gamifying Homework Influence Performance and Perceived Gameful Experience?

by Ahmed Hosny Saleh Metwally, Maiga Chang, Yining Wang and Ahmed Mohamed Fahmy Yousef

Sustainability 2021, 13(9), 4829; https://0-doi-org.brum.beds.ac.uk/10.3390/su13094829 - 25 Apr 2021

Cited by 12 | Viewed by 6904

Abstract

There is a growing body of literature that recognizes the importance of applying gamification in educational settings. This research developed an application to gamify students’ homework to address the concern of the students’ inability to complete their homework. This research aims to investigate students’ performance in doing their homework, and reflections and perceptions of the gameful experience in gamified homework exercises. Based on the data gathered from experimental and control groups (N = 84) via learning analytics, survey, and interview, the results show a high level of satisfaction according to students’ feedback. The most noticeable finding to extract from the analysis is that students can take on a persona, earn points, and experience a deeper sense of achievement through doing the gamified homework. Moreover, the students, on the whole, are likely to be intrinsically motivated whenever the homework is attributed to factors under their own control, when they consider that they have the expertise to be successful learners to achieve their desired objectives, and when they are interested in dealing with the homework for learning, not just achieving high grades. Full article

(This article belongs to the Special Issue Games and Learning: Actions for Quality Education as a Sustainable Development Goal)

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Review

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20 pages, 688 KiB

Open AccessReview

Impact of Video Games, Gamification, and Game-Based Learning on Sustainability Education in Higher Education

by María Pineda-Martínez, David Llanos-Ruiz, Paula Puente-Torre and Miguel Ángel García-Delgado

Sustainability 2023, 15(17), 13032; https://0-doi-org.brum.beds.ac.uk/10.3390/su151713032 - 29 Aug 2023

Viewed by 2215

Abstract

Today, the European Union and the governments of its constituent countries are focused on the development of the Sustainable Development Goals (SDGs) and the 2030 agenda—something that has been translated into education itself. Video games, gamification, and game-based learning have become different strategies and tools to enhance the learning process and some of the growing approaches used by teachers to develop sustainable education in classrooms. This research aims to analyze the characteristics to promote sustainability in education using games and technology, specifically in terms of learning benefits for higher education. A systematic review of the literature was conducted following the PRISMA methodology. At first, 2025 documents were found; after the filtering phases, the number of articles was reduced to 9, which were subsequently analyzed in depth. The results indicated that the benefits of the use of games mediated by technologies include the following: it favors education for sustainability, and it promotes the educational inclusion and the work of various social skills, such as collaborative and cooperative work. Also, there was an increase in the number of publications between 2019 and 2023, reflecting the growing interest in the topic. However, there are some research gaps in this field. Full article

(This article belongs to the Special Issue Games and Learning: Actions for Quality Education as a Sustainable Development Goal)

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Other

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11 pages, 861 KiB

Open AccessSystematic Review

Board Games in Improving Pupils’ Speaking Skills: A Systematic Review

by Catherine Hui Tiing Wong and Melor Md Yunus

Sustainability 2021, 13(16), 8772; https://0-doi-org.brum.beds.ac.uk/10.3390/su13168772 - 05 Aug 2021

Cited by 8 | Viewed by 9030

Abstract

English is a fundamental language to learn as it is used worldwide. The teaching and learning of English has been emphasized in Malaysia as English plays a major role in global communication. However, speaking performance was recorded as poor and weak among pupils in ESL classrooms. Previous researchers explored a myriad of communicative language activities to improve speaking skill. Board games are employed as one of the most useful tools to improve speaking skills among pupils. This systematic review was conducted to examine pupils’ perceptions on the use of board games in learning and speaking, as well as the usefulness of board games in improving their speaking skill. A total of 35 articles, from the period 2017–2021, were accessed through three databases: Google Scholar, ERIC and SAGE Journals. The review was conducted systematically based on the guidelines from the PRISMA statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Based on the articles gathered, the results showed that the qualitative research design was mostly used to collect pupils’ opinions on the use of board games, while quantitative research design was mostly used to evaluate the usefulness of board games in improving speaking. Overall, the systematic review revealed that board games had several positive impacts in pupils’ speaking performances such as improving speaking competency, enhancing motivation in speaking and increasing interpersonal interaction among pupils. It is suggested that future studies could focus on investigating teachers’ opinions on the use of board games in teaching and speaking. Full article

(This article belongs to the Special Issue Games and Learning: Actions for Quality Education as a Sustainable Development Goal)

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