The Effect of Serious Games on the Awareness of Energy Sources Consumption

Yıl 2020, Cilt: 4 Sayı: 1, 36 - 42, 30.06.2020

Mustafa S. Abdusselam

Öz

This research aims to investigate the effect of a serious game on the awareness of energy sources consumption. A weak experimental research design with one group, pretest, posttest, and formative test was used in the study. The research group consist of 17 students who attending a public secondary school in Giresun during the second semester of the 2018-2019 academic year. Students' energy source consumption and their views on this consumption establish the data of the study. The same data collection tools were applied to the research group in the form of pre-test, post-test, and formative tests. The quantitative data obtained in the experiment within the scope of this research, which was conducted in three-stages, was backed by qualitative data. SPSS v22 analysis software was employed to analyze the quantitative data of the study. The Friedman and Wilcoxon tests were used to reveal whether there was a significant difference in the energy consumption scores of the three tests of the study group. The expression frequency of the qualitative data was calculated within the framework of codes determined by content analysis. The study concluded that students' use of energy sources varies with the effect of serious games. It was also revealed that serious games affect students' use of energy sources during experiments and that behavior changes occur in line with the purpose of the game. Finally, it was concluded that the effect of a serious game on students' views of appreciating and esteeming energy sources was at first due to affective intensity, and then then it was behaviorally shaped.

Anahtar Kelimeler

Serious Games, Energy Sources, Awareness, Energy Consumption, Impact

Kaynakça

• Abdüsselam M.S., & Novruzlu H. (2019, November). Designing a serious game to increase the awareness in consumption of electricity as source of energy. Paper presented at Game conference 2019, Gaziantep
• Abrahamse, W., Steg, L., Vlek, C., & Rothengatter, T. (2005). A review of intervention studies aimed at household energy conservation. Journal of environmental psychology, 25(3), 273-291.
• Ahmad, I., Hamid, E., Abdullasim, N., & Jaafar, A. (2017). Game interface design: measuring the player’s gameplay experience. In International Visual Informatics Conference (pp. 500-509). Springer: Cham.
• Annetta, L. A. (2010). The “I's” have it: A framework for serious educational game design. Review of General Psychology, 14(2), 105-113.
• Annetta, L., Mangrum, J., Holmes, S., Collazo, K., & Cheng, M. T. (2009). Bridging realty to virtual reality: Investigating gender effect and student engagement on learning through video game play in an elementary school classroom. International Journal of Science Education, 31(8), 1091-1113.
• Barab, S., Thomas, M., Dodge, T., Carteaux, R., & Tuzun, H. (2005). Making learning fun: Quest Atlantis, a game without guns. Educational technology research and development, 53(1), 86-107.
• Bellotti, F., Kapralos, B., Lee, K., Moreno-Ger, P., & Berta, R. (2013). Assessment in and of serious games: an overview. Advances in Human-Computer Interaction, 2013, 1-11
• Bourazeri, A., Pitt, J., & Arnab, S. (2017). Enabling collective awareness of energy use via a social serious game. EAI Endorsed Transactions on Serious Games, 4(13), 1-7.
• Burns, W., McCullagh, P. J., Nugent, C., & Zheng, H. (2017). Evaluating the Lifelog: a Serious Game for Reminiscence. In Immersive Learning 2017, Coimbra (pp. 305-316). TU Graz.
• Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı ..Ankara: Pegem Akademi.
• Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2013). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayınları.
• Can, A. (2014). SPSS ile Bilimsel Araştırma Sürecinde Nicel Veri Analizi.Ankara: Pegem AkademiChen, Y., Bodicherla, D., Scott, B., & Whittinghill, D. (2014). Meltdown: A serious game for environmental awareness on climate change. In E-learn: World conference on E-learning in corporate, government, healthcare, and higher education (pp. 388-394). . Canada.
• Cheng, M. T., & Annetta, L. (2012). Students’ learning outcomes and learning experiences through playing a Serious Educational Game. Journal of Biological Education, 46(4), 203-213.
• Cheng, X., Wang, Y., & Sankar, C. S. (2018). Using serious games in data communications and networking management course. Journal of Computer Information Systems, 58(1), 39-48.
• Cheon, J., Chung, S., Song, J., & Kim, Y. (2015). An investigation of the effects of a graphic organizer in an online serious game on learning outcomes and attitudinal perceptions. Interactive Learning Environments, 23(4), 437-452.
• Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. Routledge.
• Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & education, 59(2), 661-686.
• De Jans, S., Van Geit, K., Cauberghe, V., Hudders, L., & De Veirman, M. (2017). Using games to raise awareness: How to co-design serious mini-games?. Computers & Education, 110, 77-87.
• De Vries, P. W., Knol, E., & Qeam, B. V. (2011, June). Serious gaming as a means to change adolescents’ attitudes towards saving energy; Preliminary results from the EnerCities case. Paper presented at EDEN annual conference, Dublin.
• Ebner, M., & Holzinger, A. (2007). Successful implementation of user-centered game based learning in higher education: An example from civil engineering. Computers & education, 49(3), 873-890.
• El-Beheiry, M., McCreery, G., & Schlachta, C. M. (2017). A serious game skills competition increases voluntary usage and proficiency of a virtual reality laparoscopic simulator during first-year surgical residents’ simulation curriculum. Surgical endoscopy, 31(4), 1643-1650.
• Enochsson, L., Isaksson, B., Tour, R., Kjellin, A., Hedman, L., Wredmark, T., & Tsai-Felländer, L. (2004). Visuospatial skills and computer game experience influence the performance of virtual endoscopy. Journal of gastrointestinal surgery, 8(7), 874-880.
• Giessen, H. W. (2015). Serious games effects: an overview. Procedia-Social and Behavioral Sciences, 174, 2240-2244.
• Gugerell, K., & Zuidema, C. (2017). Gaming for the energy transition. Experimenting and learning in co-designing a serious game prototype. Journal of Cleaner Production, 169, 105-116.
• Hansmann, R., Scholz, R. W., Francke, C. J. A., & Weymann, M. (2005). Enhancing environmental awareness: Ecological and economic effects of food consumption. Simulation & Gaming, 36(3), 364-382.
• Illanas, A. I., Gallego, F., Satorre, R., & Llorens, F. (2008, March). Conceptual mini-games for learning. In International Technology, Education and Development Conference (INTED).
• Johnson, W. L. (2007). Serious use of a serious game for language learning. Frontiers in Artificial Intelligence and Applications, 158, 67-75.
• Kenneth Research (2020). Global Digital Games Market (2014-2022). Retrieved from https://www.kennethresearch.com/report-details/-digital-games-market/10084212 Lamb, R. L., Annetta, L., Firestone, J., & Etopio, E. (2018). A meta-analysis with examination of moderators of student cognition, affect, and learning outcomes while using serious educational games, serious games, and simulations. Computers in Human Behavior, 80, 158-167.
• Madeira, R. N., Silva, A., Santos, C., Teixeira, B., Romão, T., Dias, E., & Correia, N. (2011). LEY! Persuasive pervasive gaming on domestic energy consumption-awareness. In Proceedings of the 8th International Conference on Advances in Computer Entertainment Technology (pp. 1-2). Portugal.
• Michael, D., & Chen, S. (2006). Serious games: games that educate, train, and ınform, course technology. Boston: Thomson Course Technology.
• Nantakaew, N., & Srisawasdi, N. (2014). Investigating correlation between attitude toward chemistry and motivation within educational digital game-based learning. In Proceedings of the 22nd International Conference on Computers in Education (pp. 316-323). Taiwan.
• Ouariachi, T., Olvera-Lobo, M. D., & Gutiérrez-Pérez, J. (2018). Serious Games and Sustainability. Encyclopedia of Sustainability in Higher Education; Springer International Publishing: Cham, Switzerland, 1-10.
• Rossano, V., Roselli, T., & Calvano, G. (2017). A serious game to promote environmental attitude. In International conference on smart education and smart E-learning (pp. 48-55). Portugal.
• Susi, T., Johannesson, M., & Backlund, P. (2007). Serious games-an overview. School of Humanities and Informatics, University of Skövde. Sweden, Technical report.
• Torres, M., & Macedo, J. (2000). Learning sustainable development with a new simulation game. Simulation & Gaming, 31(1), 119-126.
• Ulicsak, M. (2010). Games in education: serious games: A Futurelab literature review. UK: FutureLab.
• Van der Stappen, A., Liu, Y., Xu, J., Yu, X., Li, J., & Van Der Spek, E. D. (2019). MathBuilder: A collaborative AR math game for elementary school students. In Extended Abstracts of the Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (pp. 731-738). Unied States.
• Van Eck, R. (2006). Digital game-based learning: It's not just the digital natives who are restless. EDUCAUSE review, 41(2), 1-16.
• Yang, J. C., Chien, K. H., & Liu, T. C. (2012). A Digital Game-Based Learning System for Energy Education: An Energy COnservation PET. Turkish Online Journal of Educational Technology-TOJET, 11(2), 27-37.