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Game-Based Learning for Green Building Education

Author

Listed:
  • Yi-Kai Juan

    (Department of Architecture, National Taiwan University of Science and Technology, 43 Section 4, Keelung Road, 106 Taipei, Taiwan)

  • Tseng-Wei Chao

    (Department of Architecture, National Taiwan University of Science and Technology, 43 Section 4, Keelung Road, 106 Taipei, Taiwan)

Abstract

To improve education regarding sustainability and green buildings, we designed a multiplayer (2–4 people) green building strategy game called GBGame to deliver knowledge of and introduce applied technologies for green buildings. To verify the game’s learning effect, we conducted separate measurements using the ARCS motivation model and a paper-based exam among 72 students majoring in architecture. These students were divided into an experimental group (who played the game) and a control group (who underwent lecture-based instruction). Results indicate that (1) game players had stronger learning motivation than those who attended the lectures; (2) players who learned through the game generally exhibited better learning effectiveness than non-players; (3) following cross-validation, we discovered a highly significant correlation between the learning effect and players’ attention, perception of relevance, confidence, and satisfaction during the game; and (4) the game system was found to be attractive to the students, implying that it can be an effective instructional and recreational material to use during green building education.

Suggested Citation

  • Yi-Kai Juan & Tseng-Wei Chao, 2015. "Game-Based Learning for Green Building Education," Sustainability, MDPI, vol. 7(5), pages 1-17, May.
    • Handle: RePEc:gam:jsusta:v:7:y:2015:i:5:p:5592-5608:d:49281
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    References listed on IDEAS

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    Cited by:

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    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. Metin Besalti & Glenn Gordon Smith, 2024. "High School Students’ Motivation to Learn Climate Change Science through Educational Computer Games," Simulation & Gaming, , vol. 55(3), pages 527-551, June.
    4. David I. Waddington & Thomas Fennewald, 2018. "Grim FATE: Learning About Systems Thinking in an In-Depth Climate Change Simulation," Simulation & Gaming, , vol. 49(2), pages 168-194, April.
    5. Shahreena Daud & Zarinah Abu Yazid & Norraeffa Md Taib & Mohd Zailani Othman & Idris Osman, 2024. "Evaluating the Impact of Usability Components on User Satisfaction in Educational Board Games using the MEEGA+ Framework," Information Management and Business Review, AMH International, vol. 16(2), pages 195-206.
    6. Wen-Jye Shyr & I-Min Chen & Jing-Chuan Lee & Te-Jen Su, 2021. "Applying Interactive Teaching Experience and Technology Action Puzzles in Disaster Prevention Education," Sustainability, MDPI, vol. 13(9), pages 1-16, April.
    7. Ping-Han Cheng & Ting-Kuang Yeh & Yen-Kai Chao & Jing Lin & Chun-Yen Chang, 2020. "Design Ideas for an Issue-Situation-Based Board Game Involving Multirole Scenarios," Sustainability, MDPI, vol. 12(5), pages 1-20, March.

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