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Exploring Sustainability Environment Educational Design and Learning Effect Evaluation through Migration Theory: An Example of Environment Educational Serious Games

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  • Chung-Ho Su

    (Department of Animation and Game Design, Shu-Te University, Kaohsiung 824, Taiwan)

Abstract

Changes in the way people use information come from the concept of the most primitive human migration rule. Scholars hold that migration can be considered as a switching of people’s place of residence, but the migration of people is not limited to the migration of residence. The marketing field also borrows the population migration theory to further explore the switching behavior of customers; educationalists also discuss migration of learning through migration theory. In this regard, the migration of human beings is a process of historical evolution, though it takes several decades to understand history from the perspective of such evolution. Hence, if there is a decision-making system that simulates evolution and estimation through 3D graphics, then players may better understand the impact of environmental migration and changes on humanity. This study adopts Push-Pull-Mooring (PPM) theory to explain the migration of human beings. Push is generated from people’s dissatisfaction with their place of residence, Pull is from attractions of the new environment, and personal mooring produces the intention of switching. A set of Gamification Environmental Education Applications (GEEA) and a migration scale for such apps are developed herein to explain the state where computer gamers switch to mobile app games. The results show that all four hypotheses are supported, and the path coefficient of each hypothesis is highly significant. The R 2 values of five intrinsic constructs are Push ( R 2 = 0.321), Mooring ( R 2 = 0.574), Pull ( R 2 = 0.413), Switching intention (SI) ( R 2 = 0.552), and SB ( R 2 = 0.626), where the R 2 value of SB is quite high, indicating that the relationship between the switching behavior (SB) and the four precursors exhibits great explanatory power. Hence, the explanatory power of this model is convincing, and the teaching materials designed through gamification education deliver better learning outcomes.

Suggested Citation

  • Chung-Ho Su, 2018. "Exploring Sustainability Environment Educational Design and Learning Effect Evaluation through Migration Theory: An Example of Environment Educational Serious Games," Sustainability, MDPI, vol. 10(10), pages 1-26, September.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:10:p:3363-:d:171029
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    2. Teen-Hang Meen & Charles Tijus & Jui-Che Tu, 2019. "Selected Papers from the Eurasian Conference on Educational Innovation 2019," Sustainability, MDPI, vol. 11(23), pages 1-12, December.
    3. Siti Nur Diyana Mahmud & Hazrati Husnin & Tuan Mastura Tuan Soh, 2020. "Teaching Presence in Online Gamified Education for Sustainability Learning," Sustainability, MDPI, vol. 12(9), pages 1-17, May.
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    5. Daniel Alonso-Martínez & Beatriz Jiménez-Parra & Nuria González-Álvarez & José-Luis Godos-Díez & Laura Cabeza-García, 2019. "Taking Advantage of Students’ Passion for Apps in Sustainability and CSR Teaching," Sustainability, MDPI, vol. 11(3), pages 1-15, February.
    6. Ștefan Boncu & Octav-Sorin Candel & Nicoleta Laura Popa, 2022. "Gameful Green: A Systematic Review on the Use of Serious Computer Games and Gamified Mobile Apps to Foster Pro-Environmental Information, Attitudes and Behaviors," Sustainability, MDPI, vol. 14(16), pages 1-22, August.
    7. Ivan Montiel & Javier Delgado-Ceballos & Natalia Ortiz-de-Mandojana & Raquel Antolin-Lopez, 2020. "New Ways of Teaching: Using Technology and Mobile Apps to Educate on Societal Grand Challenges," Journal of Business Ethics, Springer, vol. 161(2), pages 243-251, January.
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