International Journal of Games and Social Impact, Vol. 3, Nº. 1 (2025)

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http://hdl.handle.net/10437/15164

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Percorrer International Journal of Games and Social Impact, Vol. 3, Nº. 1 (2025) por assunto "EDUCATIONAL GAMES"

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    Board games on the path to environmental education for sustainability
    (Lusofona University, 2025-02-27) Antunes, Maria Raquel; Moreira, Aurora; Reis, Catarina Schreck; HEI-LAB - Human Environment Interaction Lab
    The response to global Anthropocene challenges requires a reimagined science education, shifting its goal from supplying hu-man capital with skills and capabilities in specific areas toward educating scientifically literate citizens who can make informed sustainable choices (Gough, 2021; Luttenberger & Mandi?, 2022). Aiming to contribute to such change, this article explores the intersection of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education and education for sustainability (EfS), emphasizing the need for innovative frameworks and tools to facilitate a transition toward a more sustainable future. As gamification emerges as a powerful mechanism for engaging learners, fostering scientific literacy, and driving sustainable practices, this article presents an original framework that leverages the synergies between these areas and supports the design of three STEAM educational board games addressing environmental education for sustainability.Keywords: education for sustainability; environmental education; board games; STEAM; living labs
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    Enhancing the learning of students with specific learning disabilities in resource rooms : an educational game to teach the concepts of expansion and contraction
    (Lusofona University, 2025-02-27) Yaman, Havva; Er Nas, Sibel; HEI-LAB (FCT) - Digital Laboratories for Environments and Human Interactions
    The purpose of this study is to demonstrate how resource rooms for the concepts of "expansion" and "contraction" may be enhanced with educational games. The study focuses on how the game's included features might affect social skills and cognitive development of students and highlights the game arrangements for students with specific learning disabilities. For educational equity and social justice pedagogy for all science learners, it is crucial to support students with specific learning disabilities in their study of science. A new educational material for resource rooms to teaching and learning is designed, based on effective educational game features. Playing the Carpet game can improve knowledge of expansion and contraction concepts and increase awareness of real-world applications of these concepts. Creating specific educational materials helps to clarify how science education teachers can improve a resource rooms for students with specific learning disabilities. It is highly possible that the game can be readily modified with only minor adjustments for any other educational level, nation, or set of conditions. Future studies should create comparable sample games and share them with stakeholders (such as science teachers, physics teachers, special education teachers, and science/physics academicians) because this study proposes to design the game of the "expansion” and “contraction” concepts.