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Nurturing Environmental Education at the Tertiary Education Level in China: Can Mobile Augmented Reality and Gamification Help?

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  • Bing Mei

    (School of Foreign languages, Henan University, 85 Minglun Street, Kaifeng 475001, Henan, China)

  • Shuxia Yang

    (Institute of Foreign Linguistics and Applied Linguistics, Henan University, 85 Minglun Street, Kaifeng 475001, Henan, China)

Abstract

In the educational context, there currently emerges a growing research interest in using mobile augmented reality (AR) and the gamification concept to promote environmental education (EE). However, to date, scant attention has been paid to practically linking this approach to formal curricula at the tertiary level in China. Given the situation, we designed a geolocation-based mobile AR scavenger hunt to explore students’ perception of embedding technology-enhanced and gamified EE in their language learning process. Ninety-eight first-year students, majoring in English at a Chinese university, were invited to participate in this study. In this game, students need to find the answers to 24 environment-themed questions phrased in English. Guided by prior technology acceptance research, we employed a mixed methods approach to capture participants’ experience and perception of the process. The results show that this approach was positively perceived among the participants, for it could not only enrich their language learning experience but also promote their awareness of the environment. The findings offer insights into how EE can be purposefully integrated with tertiary education by leveraging current technological and pedagogical innovations.

Suggested Citation

  • Bing Mei & Shuxia Yang, 2019. "Nurturing Environmental Education at the Tertiary Education Level in China: Can Mobile Augmented Reality and Gamification Help?," Sustainability, MDPI, vol. 11(16), pages 1-12, August.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:16:p:4292-:d:255885
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    References listed on IDEAS

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    Cited by:

    1. Jung-Hua Lo & Yu-Fan Lai & Tzu-Lun Hsu, 2021. "The Study of AR-Based Learning for Natural Science Inquiry Activities in Taiwan’s Elementary School from the Perspective of Sustainable Development," Sustainability, MDPI, vol. 13(11), pages 1-20, June.
    2. IGEI Kengo & KUROKAWA Hirofumi & ISEKI Masato & KITSUKI Akinori & KURITA Kenichi & MANAGI Shunsuke & NAKAMURO Makiko & SAKANO Akira, 2022. "Nudges to Increase the Effectiveness of Environmental Education: New evidence from a field experiment," Discussion papers 22111, Research Institute of Economy, Trade and Industry (RIETI).
    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.
    4. Angel Torres-Toukoumidis & Diego Vintimilla León & Andrea De-Santis & Paulo Carlos López-López, 2022. "Gamification in Ecology-Oriented Mobile Applications—Typologies and Purposes," Societies, MDPI, vol. 12(2), pages 1-12, March.
    5. Juan Chen & Shuxia Yang & Bing Mei, 2021. "Towards the Sustainable Development of Digital Educational Games for Primary School Students in China," Sustainability, MDPI, vol. 13(14), pages 1-14, July.
    6. KUROKAWA Hirofumi & IGEI Kengo & KITSUKI Akinori & KURITA Kenichi & MANAGI Shunsuke & NAKAMURO Makiko & SAKANO Akira, 2022. "Nudges to Increase the Effectiveness of Environmental Education," Discussion papers 22047, Research Institute of Economy, Trade and Industry (RIETI).
    7. Wenhe Min & Zhonggen Yu, 2023. "A Bibliometric Analysis of Augmented Reality in Language Learning," Sustainability, MDPI, vol. 15(9), pages 1-15, April.

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