Effects of Educational Role-Playing and Simulation Games: Designing Interactive Carbon Footprint Curriculum for Primary School Students
Author: Ming-Hsiu Mia Chen (The Graduate Institute of Design Science, Tatung University), Shih-Ting Tsai (The Graduate Institute of Design Science, Tatung University), Chi-Cheng Chang (Department of Technology Application and Human Resource Development, National Taiwan Normal University)
Vol.&No.：Vol. 61, No. 4
Date：December 2016
Pages：1-32
DOI：doi:10.6209/JORIES.2016.61(4).01
Abstract：
The purpose of this study was to explore the effects of educational role-playing and simulation games in the specific context of carbon footprint curriculum designed for primary school students. A total of 60 primary school students were classified into two groups. The participants in the experimental group (30 students) were taught using a multimedia game and the participants in the control group (30 students) were taught using a textbook. The results showed that the experimental group demonstrated a greater improvement in general carbon footprint knowledge and in each separate learning unit (Grads level and using 3C product) than the control group did. Additionally, according to the experimental process and results, the students in the experimental group displayed more favorable thinking structures and learning attitudes toward carbon footprint topics than the control group did. All results indicated that game-based learning involving role-playing and simulation was a helpful component of carbon footprint curriculum.
Keywords：carbon footprint, game based learning, multimedia game learning program, serious game, simulating
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