Article2013

GREENIFY

Joey J. Lee · Pinar Ceyhan · William C. Jordan-Cooley · Woonhee Sung

125 citations0/0 files storedSimulation & Gaming

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Educational Games and Gamification Climate Change Communication and Perception Innovative Teaching Methodologies in Social Sciences

Abstract

The literature on climate change education recommends social, accessible action-oriented learning that is specifically designed to resonate with a target audience’s values and worldview. This article discusses GREENIFY, a real-world action game designed to teach adult learners about climate change and motivate informed action. A pilot study suggests that the game fostered the creation of peer-generated user content, motivated informed action, created positive pressure, and was perceived as a fun and engaging experience.

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References

1983Mental Models 1994Integration of the cognitive and the psychodynamic unconscious.2003Design-Based Research: An Emerging Paradigm for Educational Inquiry 2006Climate Change Risk Perception and Policy Preferences: The Role of Affect, Imagery, and Values 2009Communicating Climate Change: Why Frames Matter for Public Engagement 2008Personal Efficacy, the Information Environment, and Attitudes Toward Global Warming and Climate Change in the United States 2005Learning by Design: Good Video Games as Learning Machines 2000In what sense does the public need to understand global climate change?

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2020Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning 2023Game on! A state-of-the-art overview of doing business with gamification 2021Gamification for climate change engagement: review of corpus and future agenda 2020Effects on Personal Factors Through Flipped Learning and Gamification as Combined Methodologies in Secondary Education 2020Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study

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