Enhancing Environmental Education Through Location-Based Games (LBGs) in Biology Education

Yıl 2024, Cilt: 7 Sayı: 1, 140 - 169, 29.05.2024

Gamze Mercan , Zümrüt Varol Selçuk

https://doi.org/10.53047/josse.1482649

Öz

In recent years, location-based games have emerged as a potent tool for enhancing environmental awareness within the scope of biology education. This study examines the application of location-based games in biology education to foster environmental consciousness. The research investigates how these games support students' environmental awareness, motivation, and learning processes. It was observed that students' interest in and understanding of environmental issues increased through engagement with location-based games. These games offer students opportunities to practice and develop solutions for real-world problems, thereby promoting active learning in biology education. The findings suggest that location-based games can strategically enhance environmental education in biology by fostering a more profound connection between students and their surroundings. Additionally, the study reveals that this approach positively affects student achievement and their capacity to think critically about the environment. The integration of location-based games into biology curricula is recommended as a means to enrich learning experiences and to assist in developing essential skills for environmental stewardship. Overall, the study underscores the value of incorporating innovative game-based learning strategies to cultivate environmental literacy and engagement among students.

Anahtar Kelimeler

Location-based games (LBGs), biology education, environmental education, student motivation, active learning

Kaynakça

• Adams, B. J., & Wilson, M. (2019). The role of iNaturalist in biodiversity conservation and education. Conservation Biology, 33(2), 362-373.
• Anderson, D., & Liu, H. (2016). GooseChase: Enhancing scavenger hunts with technology. Journal of Interactive Learning Environments, 24(6), 1394-1406.
• Baker, M., & White, J. (2020). Enhancing ecological education with Project Noah. Environmental Education Research, 26(1), 97-110.
• Ballouard, J. M., Brischoux, F., & Bonnet, X. (2016). Children prioritize virtual exotic biodiversity over local biodiversity. PLOS ONE, 11(8), e0160244. https://doi.org/10.1371/journal.pone.0023152
• Barab, S., & Dede, C. (2007). Games and immersive participatory simulations for science education: An emerging type of curricula. Journal of Science Education and Technology, 16(1), 1-3. http://dx.doi.org/10.1007/s10956-007-9043-9
• Baranowski, T., Buday, R., Thompson, D. I., & Baranowski, J. (2015). Playing for real: Video games and stories for health-related behavior change. American Journal of Preventive Medicine, 34(1), 74-82. https://doi.org/10.1016/j.amepre.2007.09.027
• Bengel, P. T., & Peter, C. (2021). Modern Technology in Geography Education - Attitudes of Pre-Service Teachers of Geography on Modern Technology. Education Sciences, 11(11), 708. https://doi.org/10.3390/educsci11110708
• Bodzin, A. M., Anastasio, D., & Kulo, V. (2014). Designing Google Earth activities for learning earth and environmental science. TechTrends, 58(3), 77-84. http://dx.doi.org/10.1007/978-90-481-3931-6_13
• Bodzin, A., Peffer, T., & Kulo, V. (2014). The efficacy of GeoGames for teaching children about environmental science. Journal of Science Education and Technology, 23(4), 567-575. https://doi.org/10.1007/s10956-014-9490-1
• Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2011). Introduction to Meta-Analysis. John Wiley & Sons.
• Brown, A., & Green, T. (2017). Scavify and learning: Enhancing scavenger hunts with technology. TechTrends, 61(5), 464-471. https://doi.org/10.1007/s11528-017-0186-6
• CASP (Critical Appraisal Skills Programme). (2018). CASP Qualitative Checklist. [online] Available at: https://casp-uk.net/casp-tools-checklists/
• Clark, D. B., & Waterman, M. A. (2019). StreamSelfie: A citizen science approach to stream health monitoring. Environmental Monitoring and Assessment, 191, 678. https://doi.org/10.1007/s10661-019-7755-8
• Dunlap, J. C., & Lowenthal, P. R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20(2), 129-135.
• EPHPP (Effective Public Health Practice Project). (2010). Quality Assessment Tool for Quantitative Studies. [online] Available at: http://www.ephpp.ca/tools.html
• Evans, J. R., & Thomas, M. A. (2018). Using Loquiz to enhance outdoor learning. Outdoor Learning Magazine, 15(3), 22-25.
• Evans, M., & Clarke, P. (2020). Questgame: Bridging narratives and environmental learning. Journal of Gaming and Virtual Worlds, 12(2), 123-142. https://doi.org/10.1386/jgvw_00022_1
• Foster, A., & Lin, S. (2020). WildAware: Engaging students in wildlife conservation through a location-based mobile game. Journal of Environmental Education, 51(2), 146-160. https://doi.org/10.1080/00958964.2020.1718130
• Green, T., Smith, L., & Roberts, M. (2018). Actionbound: Using scavenger hunts to orient students to local biodiversity. Journal of Biological Education, 52(4), 435-442. https://doi.org/10.1080/00219266.2018.1439142
• Hansen, R., & Robertson, A. (2019). EcoChains: Arctic Life – Using games to teach children about the impacts of climate change on Arctic ecosystems. Environmental Education Research, 25(6), 865-876. https://doi.org/10.1080/13504622.2016.1266305
• Higgins, J. P. T., & Green, S. (eds). (2011). Cochrane Handbook for Systematic Reviews of Interventions Version 5.1.0. The Cochrane Collaboration.
• Holden, C., & Sykes, J. (2011). Leveraging mobile games for place-based language learning. International Journal of Game-Based Learning, 1(2), 1-18. https://doi.org/10.4018/ijgbl.2011040101
• Hughes, R., & Meyer, A. (2019). TruF Hunt: Combining augmented reality with ecological learning. Learning, Media and Technology, 44(3), 266-278. https://doi.org/10.1080/17439884.2019.1641515
• Jones, M. G., Andre, T., Super, G., & Bowersox, C. (2014). Learning in a digital age: Toward an ecology of technology-based learning environments. Journal of Research in Science Teaching, 51(7), 821-841. https://doi.org/10.1002/tea.21158
• Jones, M., Phillips, T., & Hamner, S. (2016). BioBlitzes: Promoting cross-disciplinary collaboration and community science through shared biodiversity discovery. BioScience, 66(4), 322-333. https://doi.org/10.1093/biosci/biw022
• Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., & Dede, C. (2013). EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips. Computers & Education, 68, 545-556. https://doi.org/10.1016/j.compedu.2013.02.018
• Kelly, S., & Jones, L. (2017). Puzzling Adventures: City-based puzzle solving as a tool for learning. Educational Technology Research and Development, 65(4), 1023-1040. https://doi.org/10.1007/s11423-017-9523-5
• Klopfer, E., & Squire, K. (2008). Environmental detectives—the development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203-228. https://doi.org/10.1007/s11423-007-9037-6
• Klopfer, E., Osterweil, S., & Salen, K. (2009). Moving learning games forward. The Education Arcade, Massachusetts Institute of Technology.
• Martin, F., & White, J. (2018). Agent Ex: Enhancing students' ecological data literacy through augmented reality. Journal of Science Education and Technology, 27(5), 443-456. https://doi.org/10.1007/s10956-018-9746-2
• Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
• Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. BMJ, 339, b2535. https://doi.org/10.1136/bmj.b2535
• Morris, S., & Stewart, P. (2020). ClueKeeper: Enhancing critical thinking in environmental education. Journal of Interactive Learning Environments, 28(2), 204-217. https://doi.org/10.1080/10494820.2019.1587743
• National Research Council. (2009). Learning science in informal environments: People, places, and pursuits. National Academies Press.
• Nguyen, H., & Tran, P. (2021). CityGo: Integrating ecological concepts into urban education through location-based games. Urban Education Research & Policy Annuals, 9(1), 12-29.
• Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12. https://doi.org/10.1016/j.compedu.2008.06.004
• Parker, S., & Allen, D. (2018). Stray Boots: Urban exploration and learning through play. Journal of Urban Learning, 12(1), 34-48.
• Pecl, G. T., Gillies, C., Sbrocchi, C., & Roetman, P. (2019). QuestaGame: Fostering citizen science through mobile gaming. Frontiers in Ecology and the Environment, 17(7), 407-408. https://doi.org/10.1002/fee.2122
• Petersen, C., & Roberts, J. (2021). Orienteering in education: Spatial skills and environmental learning. Journal of Adventure Education and Outdoor Learning, 21(1), 78-92. https://doi.org/10.1080/14729679.2020.1742267
• Piaget, J. (1955). The language and thought of the child. Routledge & Kegan Paul.
• Schaal, S., Bogner, F. X., & Girwidz, R. (2018). MoBILE (Mobile Outdoor Blended Immersive Learning Environment): A new teaching concept for science education. International Journal of Science Education, 40(17), 2177-2197. https://doi.org/10.1080/09500693.2018.1486847
• Smith, D., & Roberts, L. (2017). PhyloJourney: A phylogenetic-based learning game for teaching evolutionary relationships. Evolution: Education and Outreach, 10(3), 7. https://doi.org/10.1186/s12052-017-0064-1
• Squire, K., & Jan, M. (2007). Mad City Mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16, 5-29. https://doi.org/10.1007/s10956-006-9037-z
• Squire, K., & Klopfer, E. (2007). Augmented reality simulations on handheld computers. Journal of the Learning Sciences, 16(3), 371-413. https://doi.org/10.1080/10508400701413435
• Stewart, K., Breshears, D. D., & Moran, C. (2017). Enhancing climate change understanding through citizen science phenology monitoring. Environmental Education Research, 23(5), 717-729. https://doi.org/10.1080/13504622.2016.1266305
• Taylor, R., & Hall, R. (2018). Learning with Actionbound: Digital storytelling and gamification in ecology education. TechTrends, 62(5), 501-508. https://doi.org/10.1007/s11528-018-0312-7
• Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8, 45. https://doi.org/10.1186/1471-2288-8-45
• Thomas, K., Evans, R., & Schmalz, D. (2017). Geocaching: A tool for charting new terrains in environmental and science education. International Journal of Science Education, Part B, 7(2), 132-150. https://doi.org/10.1080/21548455.2016.1239986
• Watson, M., & Smith, H. (2019). Eventzee in action: Real-time engagement and learning in the field. TechTrends, 63(2), 210-218. https://doi.org/10.1007/s11528-018-0367-5
• Wijers, M., Jonker, V., & Drijvers, P. (2010). MobileMath: Exploring mathematics outside the classroom. ZDM Mathematics Education, 42(7), 789-799. https://doi.org/10.1007/s11858-010-0276-3