Climate change education require an educational approach that able to engage, motivate, and empowering children to take an action. Gamification approach in education has potential to increase the students’ motivation, and engagement during learning. In climate change education context, to empower students to take an action, educational approach that able to create sense of relatedness is needed. Culturally relevant pedagogy has potential to create sense of relatedness and increase students’ motivation in learning and encourage behavioural change. Less attention is being given to the culturally relevant element in gamification approach and in climate change education. Thus, this study is trying to bridge the gap by integrating culturally relevant element in gamification approach for climate change education. This article presents the study of the intervention program that implement culturally relevant gamification approach for sustainable food system based on Self-Determination Theory. The intervention program focused on the elementary school students in urban area. The research design is quasi experimental one group design. 159 primary school students age 12 years old were involved as participants in this study. The participants were given a pre-test through set of questionnaires before joining the intervention program. And they were given a delayed post-test through set of questionnaires after a week they participated in the intervention program. In addition, 10 students were interviewed after a week they participated in the program. The result from the delayed post-test and interviews showed significant improvement in term of their knowledge, attitudes, and behaviour towards climate change and sustainable food system.
Siti Nur Diyana Mahmud, Universiti Kebangsaan Malaysia, Malaysia