A Study on the Effectiveness of a Hybrid Digital-Physical Board Game Incorporating the Sustainable Development Goals in Elementary School Sustainability Education

The Sustainable Development Goals (SDGs), launched by the United Nations in 2015, outline 17 interconnected objectives designed to promote human well-being and sustainable development worldwide. Education is recognized by the United Nations as a key factor in promoting sustainable development. To cultivate students with both global perspectives and local engagement, it is essential to integrate sustainability education into elementary curricula. Accordingly, this study aimed to enhance elementary school students’ understanding of the SDGs by designing a structured instructional activity and developing a hybrid digital-physical board game. The game was implemented as a supplementary review tool to traditional classroom teaching, leveraging the motivational and knowledge-retention benefits of physical board games while incorporating digital features to support learning process monitoring. To address the limitations of conventional review approaches—such as reduced student engagement and increased cognitive load—the instructional model incorporated the board game during review sessions following formal instruction. This was intended to maintain student attention and reduce unnecessary cognitive effort, thereby supporting learning in sustainability-related content. A quasi-experimental design was employed to evaluate the effectiveness of the instructional intervention and the board game system, focusing on three outcome variables: learning motivation, cognitive load, and learning achievement. The results indicated that students in the game-based Sustainable Development Goals group achieved significantly higher delayed posttest scores (M = 72.91, SD = 15.17) than the traditional review group (M = 61.30, SD = 22.82; p < 0.05). In addition, they reported significantly higher learning motivation (M = 4.40, SD = 0.64) compared to the traditional group (M = 3.99, SD = 0.69; p < 0.05) and lower cognitive load (M = 1.84, SD = 1.39) compared to the traditional group (M = 2.66, SD = 1.30; p < 0.05), suggesting that the proposed approach effectively supported student learning in sustainability education at the elementary level.