In a novel approach to education for sustainable development, researchers have found that developing serious games can significantly boost students’ self-efficacy and pro-environmental values. The study, led by Pia Spangenberger from the Department of Education at the University of Potsdam, introduces the Serious Game Development as an Instructional Approach (SGDIA) framework, based on the ADDIE instructional design model. The findings, published in the *International Journal of Educational Technology in Higher Education*, suggest that creating serious games could be a valid instructional method, with potential implications for various sectors, including agriculture.
The proof-of-concept study involved 48 students from two German universities, who participated in a three-month serious game design course. The results showed a significant increase in self-efficacy and pro-environmental values among the students. Additionally, 23 out of the 48 participants demonstrated a higher likelihood of critical reflection when they sought understanding during the course.
“This study shows that when students are actively involved in the design process, they not only gain technical skills but also develop a deeper understanding of the subject matter and a stronger commitment to sustainable practices,” Spangenberger said.
The implications for the agriculture sector are promising. As the industry faces increasing pressure to adopt sustainable practices, educating the next generation of agricultural professionals is crucial. By integrating serious game development into agricultural education, institutions can foster a more engaged and environmentally conscious workforce.
Moreover, the widespread availability of low-level game creation methods, such as simple game engines using visual programming, makes this approach accessible and feasible. “As low-level methods of creating game content become more widespread, the paper demonstrates how creating serious games can be a valid instructional method,” the authors noted.
The study also highlights the potential of the “learners-as-designers” approach, where students are actively involved in the design and creation of educational content. This method can lead to more personalized and engaging learning experiences, ultimately enhancing the educational outcomes.
As the agriculture sector continues to evolve, the integration of serious game development in education could play a pivotal role in shaping a more sustainable future. By empowering students to design and create their own serious games, educational institutions can cultivate a generation of agricultural professionals who are not only skilled but also deeply committed to sustainable development.
The findings of this study open up new avenues for research and practice in the field of educational technology. As Spangenberger and her team continue to explore the potential of serious game development as an instructional approach, the agriculture sector and other industries can look forward to innovative and effective educational strategies that promote sustainability and critical thinking.