A framework for serious game development as an instructional approach (SGDIA): proof-of-concept for students' self-efficacy, values, and critical reflection.
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| Title: | A framework for serious game development as an instructional approach (SGDIA): proof-of-concept for students' self-efficacy, values, and critical reflection. |
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| Authors: | Spangenberger, Pia1 (AUTHOR) pia.spangenberger@uni-potsdam.de, Schultze-Krumbholz, Anja2 (AUTHOR) anja.schultze-krumbholz@tu-berlin.de, Kruse, Linda3 (AUTHOR) linda.kruse@hs-mainz.de, Geiger, Sonja M.4 (AUTHOR) Sonja.Geiger@hnee.de, Löde, Vanessa5 (AUTHOR) vanessal01@zedat.fu-berlin.de, Pole, Louisa Klara1 (AUTHOR) louisa.klara.pole@uni-potsdam.de, Nebel, Steve1 (AUTHOR) steve.nebel@uni-potsdam.de |
| Source: | International Journal of Educational Technology in Higher Education. 12/12/2025, Vol. 22 Issue 1, p1-19. 19p. |
| Subject Terms: | *Educational games, *Environmental education, *Instructional systems design, *Critical thinking, *Teaching methods, *Higher education, Self-efficacy, Sustainability |
| Abstract: | Multiple studies have investigated how serious games can foster learning in the context of education. However, findings on the impact of developing such serious games as an instructional approach are still limited, especially in education for sustainable development. Thus, this paper presents the Serious Game Development as an Instructional Approach (SGDIA) framework based on the ADDIE concept. Subsequently, a proof-of-concept study is applied to evaluate the impact of the course concept on learning. In an experimental pre-post study design at two German universities (n = 48), the effects on socio-emotional (values, self-efficacy) and cognitive (understanding, critical reflection) learning objectives relevant to education for sustainable development have been tested. The findings show that self-efficacy and pro-environmental values increased significantly after students participated in the serious game design course over three months. Additionally, in 23 out of the 48 participants, students who sought understanding during the three months of the teaching setting were more likely to critically reflect. As low-level methods of creating game content, such as simple game engines using visual programming, are becoming more widespread, the paper demonstrates how creating serious games can be a valid instructional method. Based on the findings, the potential of developing serious games as an instructional approach in higher education is discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Multiple studies have investigated how serious games can foster learning in the context of education. However, findings on the impact of developing such serious games as an instructional approach are still limited, especially in education for sustainable development. Thus, this paper presents the Serious Game Development as an Instructional Approach (SGDIA) framework based on the ADDIE concept. Subsequently, a proof-of-concept study is applied to evaluate the impact of the course concept on learning. In an experimental pre-post study design at two German universities (n = 48), the effects on socio-emotional (values, self-efficacy) and cognitive (understanding, critical reflection) learning objectives relevant to education for sustainable development have been tested. The findings show that self-efficacy and pro-environmental values increased significantly after students participated in the serious game design course over three months. Additionally, in 23 out of the 48 participants, students who sought understanding during the three months of the teaching setting were more likely to critically reflect. As low-level methods of creating game content, such as simple game engines using visual programming, are becoming more widespread, the paper demonstrates how creating serious games can be a valid instructional method. Based on the findings, the potential of developing serious games as an instructional approach in higher education is discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 23659440 |
| DOI: | 10.1186/s41239-025-00573-7 |
