Abstract
The issue of sustainability has become one of the main issue of education. A global road map for societies has been established to achieve sustainability that can guarantee the well-being of future generations. Considering that the sustainability goal can be achieved through education, Education for Sustainable Development approach has been developed. This approach primarily seeks to raise awareness and provide information to individuals about how to provide a more sustainable lifestyle and to achieve positive social transformations in the long term. Gamification can be used by parents for individual/collaborative work for sustainability and to contribute to their children’s environmental awareness in this field. This research aims to determine the perceived learning levels of the parents who participated in gamification education for sustainability as control and experimental groups and to reveal their views on this education. Every week for eight weeks, gamification classes were held for experimental and control groups. The research employed quantitative and qualitative research methods. The quantitative data was collected through the Likert type “Perceived Learning Survey”. The control group included 25 parents, and the experimental group included 23 parents. A significant difference was observed between perceived learning levels of both groups, which were measured after the gamification education for sustainability. In this study, it was determined that gamification education increased the motivation of the parents for sustainability, the content of the education attracted attention. Also, it is determined that gamification applications can contribute to sustainability.
Author Information
Şenay Kocakoyun Aydoğan, Istanbul Gedik University, Turkey
Comments
Powered by WP LinkPress