Evaluating the Effectiveness of a Serious Game to Educate Children about the Urban Water Cycle
Saved in:
| Title: | Evaluating the Effectiveness of a Serious Game to Educate Children about the Urban Water Cycle |
|---|---|
| Language: | English |
| Authors: | Xavier Garcia (ORCID |
| Source: | British Journal of Educational Technology. 2025 56(6):2367-2386. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Instructional Effectiveness, Educational Games, Water, Urban Areas, Elementary School Students, Scores, Natural Resources, Video Games, Learner Engagement, Play, Environmental Education, Gender Differences |
| DOI: | 10.1111/bjet.13578 |
| ISSN: | 0007-1013 1467-8535 |
| Abstract: | Serious games combine education and entertainment to create engaging and effective learning experiences, potentially contributing to science literacy and environmental awareness. This research aims to investigate the effectiveness of a particular serious game, H2OeduK, in educating children aged 10 to 11 years on the urban water cycle. Specifically, a study was conducted in four schools, where 140 students played the game and completed pre- and post-game surveys to assess knowledge acquisition and the influence of specific socio-demographic and gaming contextual factors. The relationship between the serious game evaluation and the knowledge acquisition scores was also explored. Results indicate that playing H2OeduK significantly enhanced children's understanding of the urban water cycle, establishing it as an effective tool for promoting water literacy and encouraging the protection of water resources. Neither gender nor play mode (individual or pair play) appeared to affect the game's effectiveness, while engaging in video gameplay positively impacted knowledge acquisition. Participants' evaluation of the game in terms of gamer experience (engagement, playfulness and self-reported learning) did not seem to correlate with the level of learning achieved. Overall, this study underscores the potential of serious games like H2OeduK to effectively educate young learners on key sustainability challenges. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486313 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Serious games combine education and entertainment to create engaging and effective learning experiences, potentially contributing to science literacy and environmental awareness. This research aims to investigate the effectiveness of a particular serious game, H2OeduK, in educating children aged 10 to 11 years on the urban water cycle. Specifically, a study was conducted in four schools, where 140 students played the game and completed pre- and post-game surveys to assess knowledge acquisition and the influence of specific socio-demographic and gaming contextual factors. The relationship between the serious game evaluation and the knowledge acquisition scores was also explored. Results indicate that playing H2OeduK significantly enhanced children's understanding of the urban water cycle, establishing it as an effective tool for promoting water literacy and encouraging the protection of water resources. Neither gender nor play mode (individual or pair play) appeared to affect the game's effectiveness, while engaging in video gameplay positively impacted knowledge acquisition. Participants' evaluation of the game in terms of gamer experience (engagement, playfulness and self-reported learning) did not seem to correlate with the level of learning achieved. Overall, this study underscores the potential of serious games like H2OeduK to effectively educate young learners on key sustainability challenges. |
|---|---|
| ISSN: | 0007-1013 1467-8535 |
| DOI: | 10.1111/bjet.13578 |
