Published
2023-09-12
Issue
Section
Research Articles
License
The journal adopts the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which means that anyone can reuse and redistribute the materials for non-commercial purposes as long as you follow the license terms and the original source is properly cited.
Author(s) shall retain the copyright of their work and grant the Journal/Publisher rights for the first publication with the work concurrently licensed since 2023 Vol.8 No.2.
Under this license, author(s) will allow third parties to download, reuse, reprint, modify, distribute and/or copy the content under the condition that the authors are given credit. No permission is required from the authors or the publisher.
This broad license intends to facilitate free access, as well as the unrestricted use of original works of all types. This ensures that the published work is freely and openly available in perpetuity.
By providing open access, the following benefits are brought about:
- Higher Visibility, Availability and Citations-free and unlimited accessibility of the publication over the internet without any restrictions increases citation of the article.
- Ease of search-publications are easily searchable in search engines and indexing databases.
- Rapid Publication – accepted papers are immediately published online.
- Available for free download immediately after publication at https://esp.as-pub.com/index.php/ESP
Copyright Statement
1.The authors certify that the submitted manuscripts are original works, do not infringe the rights of others, are free from academic misconduct and confidentiality issues, and that there are no disputes over the authorship scheme of the collaborative articles. In case of infringement, academic misconduct and confidentiality issues, as well as disputes over the authorship scheme, all responsibilities will be borne by the authors.
2. The author agrees to grant the Editorial Office of Environment and Social Psychology a licence to use the reproduction right, distribution right, information network dissemination right, performance right, translation right, and compilation right of the submitted manuscript, including the work as a whole, as well as the diagrams, tables, abstracts, and any other parts that can be extracted from the work and used in accordance with the characteristics of the journal. The Editorial Board of Environment and Social Psychology has the right to use and sub-licence the above mentioned works for wide dissemination in print, electronic and online versions, and, in accordance with the characteristics of the periodical, for the period of legal protection of the property right of the copyright in the work, and for the territorial scope of the work throughout the world.
3. The authors are entitled to the copyright of their works under the relevant laws of Singapore, provided that they do not exercise their rights in a manner prejudicial to the interests of the Journal.
About Licence
Environment and Social Psychology is an open access journal and all published work is available under the Creative Commons Licence, Authors shall retain copyright of their work and grant the journal/publisher the right of first publication, and their work shall be licensed under the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).
Under this licence, the author grants permission to third parties to download, reuse, reprint, modify, distribute and/or copy the content with attribution to the author. No permission from the author or publisher is required.
This broad licence is intended to facilitate free access to and unrestricted use of original works of all kinds. This ensures that published works remain free and accessible in perpetuity. Submitted manuscripts, once accepted, are immediately available to the public and permanently accessible free of charge on the journal’s official website (https://esp.as-pub.com/index.php/ESP). Allowing users to read, download, copy, print, search for or link to the full text of the article, or use it for other legal purposes. However, the use of the work must retain the author's signature, be limited to non-commercial purposes, and not be interpretative.
Click to download <Agreement on the Licence for the Use of Copyright on Environmental and Social Psychology>.
How to Cite
Critical thinking in environmental education through digital games among students
Farid A. Hamdan
Ministry of Education
Amador J. Lara-Sánchez
Universidad de Jaén
Víctor Arufe-Giráldez
Universidad de A Coruña
DOI: https://doi.org/10.54517/esp.v8i2.1725
Keywords: environmental education, digital games, game developer, pro-environmental behavior, eco-awareness
Abstract
Problematic video game playing (PVGP) in adolescents is associated with an array of mental and behavioral problems. Identifying the function of video game playing that are associated with poorer outcomes may provide a better understand of the problem so that adolescents can be helped to foster a healthier relationship with their devices. The aim of the present study is to assess whether sociodemographic factors, drug use, bullying victimization and perpetration, and mental health symptoms are associated with playing video games with the intent to alleviate problems among Brazilian eighth grade students. A cross-sectional survey nested in a cluster randomized controlled trial was used. The participants included 3939 eighth grade students who answered a self-report questionnaire anonymously. Weighted logistic regressions were used to investigate the associated factors. The results showed that 57% (CI = 55.85; 58.15) of these adolescents reported playing with an escapism function. Playing to forget or alleviate real life problems is associated with being male, using tobacco, bullying victimization and perpetration, healthy levels of prosocial behavior, and emotional symptoms; the strongest association was with emotional symptoms (OR = 1.98; 95% CI 1.73; 2.28). Playing video games as a form of escapism has been shown to be a relevant aspect for investigation among this population, as it is related to mental health symptomatology in adolescence. An understanding of these data through an experiential avoidance, within an acceptance and commitment perspective is suggested, since it may help broadening the understanding of the problems related to video game playing, its comorbidities and may have direct treatment implications.
References
[1]. Woodhouse JL, Knapp CE. Place-based curriculum and instruction: Outdoor and environmental education approaches. Education Resources Information Center 2000.
[2]. Stanton D, Neale HR. The effects of multiple mice on children’s talk and interaction. Journal of Computer Assisted Learning 2003; 19(2): 229–238. doi: 10.1046/j.0266-4909.2003.00023.x
[3]. Durkin K, Barber B. Not so doomed: Computer game play and positive adolescent development. Journal of Applied Developmental Psychology 2002; 23(4): 373–392. doi: 10.1016/S0193-3973(02)00124-7
[4]. Hsiao HS, Chang CS, Lin CY, et al. The influence of collaborative learning games within different devices on student’s learning performance and behaviours. Australasian Journal of Educational Technology 2014; 30(6): 652–669. doi: 10.14742/ajet.347
[5]. Plass JL, O’Keefe PA, Homer BD. The impact of individual, competitive, and collaborative mathematics game play on learning, performance, and motivation. Journal of Educational Psychology 2013; 105(4): 1050–1066. doi: 10.1037/a0032688.
[6]. Wijers M, Jonker V, Kerstens K. MobileMath: The phone, the game and the math. In: Proceedings of the 2nd European Conference on Games-Based Learning (ECGBL); 16–17 October 2008; Barcelona, Spain. Academic Conferences Ltd.; 2008.
[7]. La Barbera F, Ajzen I. Control interactions in the theory of planned behavior: Rethinking the role of subjective norm. Europe’s Journal of Psychology 2020; 16(3): 401–417. doi: 10.5964/ejop.v16i3.2056
[8]. Chen CH, Wang KC, Lin YH. The comparison of solitary and collaborative modes of game-based learning on students’ science learning and motivation. Journal of Educational Technology & Society 2015; 18(2): 237–248.
[9]. Kearney M, Schuck S, Burden K, Aubusson P. Viewing mobile learning from a pedagogical perspective. Research in Learning Technology 2012; 20(1): 14406. doi: 10.3402/rit.v20i0.14406
[10]. Anderson CA. An update on the effects of playing violent video games. Journal of Adolescence 2004; 27(1): 113–122. doi: 10.1016/j.adolescence.2003.10.009
[11]. Bogost I. Persuasive Games: The Expressive Power of Videogames. The MIT Press; 2007.
[12]. Meya JN, Eisenack K. Effectiveness of gaming for communicating and teaching climate change. Climatic Change 2018; 149: 319–333. doi: 10.1007/s10584-018-2254-7
[13]. Papastergiou M. Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education 2009; 52(1): 1–12. doi: 10.1016/j.compedu.2008.06.004.
[14]. Ajzen I. Constructing a theory of planned behavior questionnaire. Available online: https://people.umass.edu/~aizen/pdf/tpb.measurement.pdf (accessed on 7 July 2020).
[15]. Denzin NK. Triangulation 2.0. Journal of Mixed Methods Research 2012; 6(2): 80–88. doi: 10.1177/1558689812437186
[16]. Patton MQ. Qualitative Research and Evaluation Methods, 4th ed. SAGE Publishing; 2015.
[17]. Schrader PG, McCreery M. The acquisition of skill and expertise in massively multiplayer online games. Educational Technology Research and Development 2007; 56(5): 557–574. doi: 10.1007/s11423-007-9055-4
[18]. Holbert N, Wilensky U. Designing educational video games to be objects-to-think-with. Journal of the Learning Sciences 2019; 28(1): 32–72. doi: 10.1080/10508406.2018.1487302
[19]. Watson SL, Watson WR, Tay L. The development and validation of the Attitudinal Learning Inventory (ALI): A measure of attitudinal learning and instruction. Educational Technology Research and Development 2018; 66(6): 1601–1617. doi: 10.1007/s11423-018-9625-7
[20]. Janakiraman S, Watson SL, Watson WR. Exploring the effectiveness of digital games in producing pro-environmental behaviors when played collaboratively and individually: A mixed methods study in India. TechTrends 2021; 65: 331–347. doi: 10.1007/s11528-020-00571-8
[21]. UNESCO. Education for sustainable development. Available online: https://en.unesco.org/themes/education-sustainable-development (accessed on 18 July 2023).
[22]. Räder SB, Henriksen AH, Butrymovich V, et al. A study of the effect of dyad practice versus that of individual practice on simulation-based complex skills learning and of students’ perceptions of how and why dyad practice contributes to learning. Academic Medicine 2014; 89(9): 1287–1294. doi: 10.1097/ACM.0000000000000373
[23]. Watson WR, Watson SL, Fehrman SE, et al. Examining international students’ attitudinal learning in a higher education course on cultural and language learning. Journal of International Students 2020; 10(3): 664–687. doi: 10.32674/jis.v10i3.1083
[24]. Leahy W, Sweller J. Cognitive load theory, modality of presentation and the transient information effect. Applied Cognitive Psychology 2011; 25(6): 943–951. doi: 10.1002/acp.1787