Experiences with a Serious Game Introducing Basic Knowledge about Renewable Energy Technologies: A Practical Implementation in a German Secondary School

Autor/inn/en	Spangenberger, Pia; Matthes, Nadine; Kruse, Linda; Draeger, Iken; Narciss, Susanne; Kapp, Felix
Titel	Experiences with a Serious Game Introducing Basic Knowledge about Renewable Energy Technologies: A Practical Implementation in a German Secondary School
Quelle	In: Journal of Education for Sustainable Development, 14 (2020) 2, S.253-270 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-4082
DOI	10.1177/0973408220981445
Schlagwörter	Educational Games; Computer Games; Game Based Learning; Instructional Effectiveness; Sustainable Development; Environmental Education; Vocational Education; Secondary School Students; Early Adolescents; Energy Conservation; Power Technology; Knowledge Level; Recall (Psychology); Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Unterrichtserfolg; Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Ausbildung; Berufsbildung; Sekundarschüler; Energieerhaltung; Energiespeicherung; Antriebstechnik; Wissensbasis; Abberufung; Ausland; Deutschland
Abstract	In this article, we describe a practical implementation of a serious game to facilitate knowledge acquisition about renewable energy technologies among youngsters, using the game Serena Supergreen and the Broken Blade. We present the quest design and an evaluation study on the research questions: (1) Did youngsters who played the game have more knowledge about renewable energy technologies compared to those who did not play the game?; (2) How did students perceive the game?; and (3) What did the students recall from the game 11 months after playing it? The study was conducted at a German secondary school (n = 82). Youngsters who played the game had more knowledge on renewable energy technologies compared to the control group (n = 31). In a second round of data collection, 11 months after playing, a majority of students still remembered the game quests. Our results indicate that serious games are a promising approach for introducing basic knowledge about renewable energy technologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01