The Impact of Game-based Learning on Sustainability Education for Next Generations: A Case Study Analysis
The Impact of Game-based Learning on Sustainability Education for Next Generations: A Case Study Analysis

Summary/Abstract: Higher education institutions face increasing pressure to equip students withthe competencies needed to address complex sustainability challenges. Game-basedlearning (GBL) offers a promising approach to engaging students and fostering thedevelopment of knowledge, skills, and attitudes required for sustainable development.This study examines the potential of the SEED simulation game, designedusing the Octalysis Framework, to improve sustainability education. A mixed-methodsstudy was conducted with 45 university students who participated in the SEEDgame and completed a post-game evaluation questionnaire. Quantitative analysesincluded descriptive statistics, correlations, and principal component analysis ofmotivational factors. Qualitative feedback was also analysed thematically. Theresults indicate that the SEED game fostered moderate to high levels of studentengagement, motivation, and perceived sustainability knowledge gains. Development& Accomplishment and Social Influence & Relatedness emerged as the mosteffective motivational drivers. A strong positive correlation was found betweenengagement and motivation. Students particularly valued the game’s realism, personalization, and opportunities for social interaction. The findings underscore thevalue of integrating well-designed simulation games into sustainability education,especially for new generations who have specific learning preferences. They alsohighlight key considerations for future game design and educational practice, includingthe importance of transparent feedback mechanisms and addressing diverselearner expectations. This study contributes to ongoing efforts to leverage gamificationto support transformative learning for sustainable development, highlightingbenefits for students in terms of engagement and motivation, and for teachers whogain an innovative tool to explain complex sustainability issues. These findings arein line with similar experiences reported at European universities.

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