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Experiences with a Serious Game Introducing Basic Knowledge About Renewable Energy Technologies: A Practical Implementation in a German Secondary School

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Listed:
  • Pia Spangenberger

    (Pia Spangenberger is with the Institute of Vocational Education and Work Studies, Technische Universitat Berlin, Berlin, Germany.)

  • Nadine Matthes

    (Nadine Matthes is with the Institute of Vocational Education and Work Studies, Technische Universitat Berlin, Berlin, Germany.)

  • Linda Kruse

    (Linda Kruse works with the Game Studio ‘The Good Evil’, Germany.)

  • Iken Draeger

    (Iken Draeger works with The Science Shop, Bonn, Germany.)

  • Susanne Narciss

    (Susanne Narciss is Professor of Psychology of Learning and Instruction at the Faculty of Psychology, Technische Universitaet Dresden, Dresden, Germany.)

  • Felix Kapp

    (Felix Kapp is with the Institute of Psychology and Ergonomics, Technische Universitat Berlin, Berlin, Germany.)

Abstract

In this article, we describe a practical implementation of a serious game to facilitate knowledge acquisition about renewable energy technologies among youngsters, using the game Serena Supergreen and the Broken Blade. We present the quest design and an evaluation study on the research questions: (a) Did youngsters who played the game have more knowledge about renewable energy technologies compared to those who did not play the game? (b) How did students perceive the game? (c) What did the students recall from the game 11 months after playing it? The study was conducted at a German secondary school ( n = 82). Youngsters who played the game had more knowledge on renewable energy technologies compared to the control group ( n = 31). In a second round of data collection, 11 months after playing, a majority of students still remembered the game quests. Our results indicate that serious games are a promising approach for introducing basic knowledge about renewable energy technologies.

Suggested Citation

  • Pia Spangenberger & Nadine Matthes & Linda Kruse & Iken Draeger & Susanne Narciss & Felix Kapp, 2020. "Experiences with a Serious Game Introducing Basic Knowledge About Renewable Energy Technologies: A Practical Implementation in a German Secondary School," Journal of Education for Sustainable Development, , vol. 14(2), pages 253-270, September.
    • Handle: RePEc:sae:jousus:v:14:y:2020:i:2:p:253-270
    DOI: 10.1177/0973408220981445
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    References listed on IDEAS

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    1. World Commission on Environment and Development,, 1987. "Our Common Future," OUP Catalogue, Oxford University Press, number 9780192820808.
    2. Jelle Boeve-de Pauw & Niklas Gericke & Daniel Olsson & Teresa Berglund, 2015. "The Effectiveness of Education for Sustainable Development," Sustainability, MDPI, vol. 7(11), pages 1-25, November.
    3. Unknown, 2016. "Energy for Sustainable Development," Conference Proceedings 253270, Guru Arjan Dev Institute of Development Studies (IDSAsr).
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    Cited by:

    1. Madeleine Hohenhaus & Jennifer Boddy & Shannon Rutherford & Anne Roiko & Natasha Hennessey, 2023. "Engaging Young People in Climate Change Action: A Scoping Review of Sustainability Programs," Sustainability, MDPI, vol. 15(5), pages 1-20, February.

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