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dc.contributor.authorVázquez Vílchez, María Mercedes 
dc.contributor.authorGarrido Rosales, Dalia
dc.contributor.authorPérez Fernández, Beatriz
dc.contributor.authorFernández Oliveras, Alicia 
dc.date.accessioned2021-11-05T08:36:04Z
dc.date.available2021-11-05T08:36:04Z
dc.date.issued2021
dc.identifier.citationVázquez-Vílchez, M.; Garrido-Rosales, D.; Pérez-Fernández, B.; Fernández-Oliveras, A. Using a Cooperative Educational Game to Promote Pro-Environmental Engagement in Future Teachers. Educ. Sci. 2021, 11, 691. https://doi.org/ 10.3390/educsci11110691es_ES
dc.identifier.urihttp://hdl.handle.net/10481/71302
dc.description.abstractThis paper explores the value of cooperative games in enhancing knowledge and generating pro-environmental engagement in students. For this, an educational board game related to global change was developed, validated, and subsequently evaluated using future primary school teachers. The board game was validated and evaluated in two phases. Phase I (validation phase): students pursuing a Master’s Degree in Secondary Education evaluated different aspects of the game, providing feedback that improved the game design and playing rules. Phase II (implementation–evaluation phase): the game was implemented using students of the Primary Education Degree, whose learning performance and engagement was assessed through a qualitative survey. These participants were considered potential users of the board game. The users’ experience was explored using a theoretical framework for pro-environmental engagement through playing the game. The findings demonstrate that the cooperative game proposed fomented a feeling of personal responsibility for the environment in the users. It also fostered cognitive, emotional, and behavioural engagement in the players. The results agree with the attributes present in the framework of engagement with respect to climate-change-related issues using gaming. Game-based learning can be used as a tool for enhancing global change knowledge and promoting pro-environmental engagement while bolstering Education for Sustainability (EfS) capacity in future primary-school teachers.es_ES
dc.description.sponsorshipUniversity of Granada, grant numbers PPJI2018-06, PID 18-363 and PBID-19-67es_ES
dc.description.sponsorshipJunta de Andalucía (Spain), research group HUM-613es_ES
dc.language.isoenges_ES
dc.publisherMDPIes_ES
dc.rightsAtribución 3.0 España*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/es/*
dc.subjectGame-based learninges_ES
dc.subjectBoard games es_ES
dc.subjectGlobal changees_ES
dc.subjectEnvironmental engagementes_ES
dc.subjectTeacher traininges_ES
dc.subjectHigher educationes_ES
dc.subjectEducation for sustainabieducation for sustainabilityes_ES
dc.titleUsing a Cooperative Educational Game to Promote Pro-Environmental Engagement in Future Teacherses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.identifier.doi10.3390/educsci11110691


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Atribución 3.0 España
Except where otherwise noted, this item's license is described as Atribución 3.0 España