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] |
| Copyright of International Journal of Educational Technology in Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190201513 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A framework for serious game development as an instructional approach (SGDIA): proof-of-concept for students' self-efficacy, values, and critical reflection. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Spangenberger%2C+Pia%22">Spangenberger, Pia</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> pia.spangenberger@uni-potsdam.de</i><br /><searchLink fieldCode="AR" term="%22Schultze-Krumbholz%2C+Anja%22">Schultze-Krumbholz, Anja</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> anja.schultze-krumbholz@tu-berlin.de</i><br /><searchLink fieldCode="AR" term="%22Kruse%2C+Linda%22">Kruse, Linda</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> linda.kruse@hs-mainz.de</i><br /><searchLink fieldCode="AR" term="%22Geiger%2C+Sonja+M%2E%22">Geiger, Sonja M.</searchLink><relatesTo>4</relatesTo> (AUTHOR)<i> Sonja.Geiger@hnee.de</i><br /><searchLink fieldCode="AR" term="%22Löde%2C+Vanessa%22">Löde, Vanessa</searchLink><relatesTo>5</relatesTo> (AUTHOR)<i> vanessal01@zedat.fu-berlin.de</i><br /><searchLink fieldCode="AR" term="%22Pole%2C+Louisa+Klara%22">Pole, Louisa Klara</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> louisa.klara.pole@uni-potsdam.de</i><br /><searchLink fieldCode="AR" term="%22Nebel%2C+Steve%22">Nebel, Steve</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> steve.nebel@uni-potsdam.de</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Educational+Technology+in+Higher+Education%22">International Journal of Educational Technology in Higher Education</searchLink>. 12/12/2025, Vol. 22 Issue 1, p1-19. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+games%22">Educational games</searchLink><br />*<searchLink fieldCode="DE" term="%22Environmental+education%22">Environmental education</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems+design%22">Instructional systems design</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Educational Technology in Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190201513 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1186/s41239-025-00573-7 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 1 Subjects: – SubjectFull: Educational games Type: general – SubjectFull: Environmental education Type: general – SubjectFull: Instructional systems design Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Higher education Type: general – SubjectFull: Self-efficacy Type: general – SubjectFull: Sustainability Type: general Titles: – TitleFull: A framework for serious game development as an instructional approach (SGDIA): proof-of-concept for students' self-efficacy, values, and critical reflection. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Spangenberger, Pia – PersonEntity: Name: NameFull: Schultze-Krumbholz, Anja – PersonEntity: Name: NameFull: Kruse, Linda – PersonEntity: Name: NameFull: Geiger, Sonja M. – PersonEntity: Name: NameFull: Löde, Vanessa – PersonEntity: Name: NameFull: Pole, Louisa Klara – PersonEntity: Name: NameFull: Nebel, Steve IsPartOfRelationships: – BibEntity: Dates: – D: 12 M: 12 Text: 12/12/2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 23659440 Numbering: – Type: volume Value: 22 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Educational Technology in Higher Education Type: main |
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