ORIGINAL RESEARCH article
Front. Educ.
Sec. Digital Learning Innovations
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1629670
Technology-Enhanced Digital Game-Based Learning for Environmental Literacy: Catalyzing Attitude Change in Learners
Provisionally accepted
- Department of Information and Learning Technology, National University of Tainan, Tainan, Taiwan
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Recently, various approaches have been adopted to cultivate environmental literacy, and prior studies have confirmed the value of digital games in this domain. Nonetheless, concrete discussions of specific elements such as environmental sensitivity and attitude remain limited. Accordingly, the present quasi-experimental study investigates whether Digital Game-Based Learning (DGBL) can enhance the environmental literacy of Taiwanese elementary school students. Thirty-four sixth-graders were assigned to a DGBL group (n = 17) and a Web group (n = 17). Quantitative data were collected with an Environmental Literacy Scale covering knowledge, sensitivity, and attitude, while qualitative insights were gathered through semi-structured interviews. Post-test scores were analysed via ANCOVA with pretest scores as covariates. Results indicate that the DGBL intervention significantly improved students' environmental knowledge and attitude, whereas gains in environmental sensitivity, though evident, did not reach statistical significance. Qualitative responses echoed these findings, suggesting that immersive gameplay fosters deeper affective engagement with ecological issues even when measurable sensitivity improvements are modest.
Keywords: Digital game-based learning (DGBL), Pro-environmental, behaviors, VR, Environmental Literacy
Received: 19 May 2025; Accepted: 20 Aug 2025.
Copyright: © 2025 TSAI, Chuang and Lin. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: SZU-KAI TSAI, Department of Information and Learning Technology, National University of Tainan, Tainan, Taiwan
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