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Improving Knowledge about the Sustainable Development Goals through a Collaborative Learning Methodology and Serious Game

Author

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  • Ainhoa Saitua-Iribar

    (Financial Economics I, University of the Basque Country (UPV/EHU), 48015 Bilbao, Spain)

  • Javier Corral-Lage

    (Financial Economics I, University of the Basque Country (UPV/EHU), 48015 Bilbao, Spain)

  • Noemi Peña-Miguel

    (Financial Economics I, University of the Basque Country (UPV/EHU), 48015 Bilbao, Spain)

Abstract

The university is a key agent in the process of transformation towards sustainability within the framework of the 2030 Agenda. This study aims to analyze the usefulness of the collaborative learning methodology through a serious game (SG) in the university environment to increase the level of knowledge and the importance given to the Sustainable Development Goals (SDGs) by students. Through ex ante and ex post questionnaires, the degree of variation in the knowledge acquired and importance given to the SDGs was measured. To compare the midrange of these two samples and determine whether differences existed, we applied the Student and Wilcoxon t -tests. The results indicate that the methodology used produced an improvement in knowledge about the SDGs. Therefore, it is concluded that the university should promote this type of workshop and SG activities to contribute to the achievement of the SDGs, both in the Bachelor’s Degree in Primary Education and in degrees of other disciplines. Moreover, we have encouraged active learning of the SDGs through collaborative workshops using the design thinking method and an SG called “The Island”, which, based on certain economic, social and environmental information, puts students in a position to govern resources to meet the needs of its population.

Suggested Citation

  • Ainhoa Saitua-Iribar & Javier Corral-Lage & Noemi Peña-Miguel, 2020. "Improving Knowledge about the Sustainable Development Goals through a Collaborative Learning Methodology and Serious Game," Sustainability, MDPI, vol. 12(15), pages 1-11, July.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:15:p:6169-:d:392523
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    References listed on IDEAS

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    1. Andrea M. Prado & Ronald Arce & Luis E. Lopez & Jaime García & Andy A. Pearson, 2020. "Simulations Versus Case Studies: Effectively Teaching the Premises of Sustainable Development in the Classroom," Journal of Business Ethics, Springer, vol. 161(2), pages 303-327, January.
    2. Calabor, María Sol & Mora, Araceli & Moya, Soledad, 2018. "Adquisición de competencias a través de juegos serios en el área contable: un análisis empírico," Revista de Contabilidad - Spanish Accounting Review, Elsevier, vol. 21(1), pages 38-47.
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    Cited by:

    1. Elisa Chaleta & Margarida Saraiva & Fátima Leal & Isabel Fialho & António Borralho, 2021. "Higher Education and Sustainable Development Goals (SDG)—Potential Contribution of the Undergraduate Courses of the School of Social Sciences of the University of Évora," Sustainability, MDPI, vol. 13(4), pages 1-10, February.
    2. Mathias Lanezki & Catharina Siemer & Steffen Wehkamp, 2020. "“Changing the Game—Neighbourhood”: An Energy Transition Board Game, Developed in a Co-Design Process: A Case Study," Sustainability, MDPI, vol. 12(24), pages 1-18, December.
    3. Aslı Koçulu & Mustafa Sami Topçu, 2024. "Development and Implementation of a Sustainable Development Goals (SDGs) Unit: Exploration of Middle School Students’ SDG Knowledge," Sustainability, MDPI, vol. 16(2), pages 1-28, January.
    4. Miguel Leiva-Brondo & Natalia Lajara-Camilleri & Anna Vidal-Meló & Alejandro Atarés & Cristina Lull, 2022. "Spanish University Students’ Awareness and Perception of Sustainable Development Goals and Sustainability Literacy," Sustainability, MDPI, vol. 14(8), pages 1-26, April.
    5. Vicky-Lauren Bekoum Essokolo & Elisabeth Robinot, 2022. "«Let’s Go Deep into the Game to Save Our Planet!» How an Immersive and Educational Video Game Reduces Psychological Distance and Raises Awareness," Sustainability, MDPI, vol. 14(10), pages 1-24, May.
    6. Lucía Muñoz-Pascual & Carla Curado & Jesús Galende, 2021. "Fuzzy Set Qualitative Comparative Analysis on the Adoption of Environmental Practices: Exploring Technological- and Human-Resource-Based Contributions," Mathematics, MDPI, vol. 9(13), pages 1-21, July.
    7. Lorenz Probst, 2022. "Higher Education for Sustainability: A Critical Review of the Empirical Evidence 2013–2020," Sustainability, MDPI, vol. 14(6), pages 1-24, March.
    8. Vanessa Prieto-Sandoval & Andres Mejia-Villa & Carmen Jaca & Marta Ormazabal, 2022. "The Case of an Agricultural Crop Business Association in Navarra as Circular Economy Intermediary," Circular Economy and Sustainability, Springer, vol. 2(2), pages 713-729, June.
    9. Jakub Swacha & Rytis Maskeliūnas & Robertas Damaševičius & Audrius Kulikajevas & Tomas Blažauskas & Karolina Muszyńska & Agnieszka Miluniec & Magdalena Kowalska, 2021. "Introducing Sustainable Development Topics into Computer Science Education: Design and Evaluation of the Eco JSity Game," Sustainability, MDPI, vol. 13(8), pages 1-17, April.
    10. Hengky Salim & Rodney Anthony Stewart & Oz Sahin & Birthe Sagstad & Michael Dudley, 2021. "R3SOLVE: A Serious Game to Support End-of-Life Rooftop Solar Panel Waste Management," Sustainability, MDPI, vol. 13(22), pages 1-20, November.

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