ORIGINAL RESEARCH article
Front. Educ.
Sec. Digital Education
Fostering Ecological Awareness and Pro-Environmental Intentions Through Gamification in High School Students
Provisionally accepted
- Universidad Nacional de San Agustin de Arequipa, Pedro Vilcapaza, Peru
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This study examines the relationship between the perception of a gamified experience and the ecological awareness of high school students, using the serious game ABCCI (Aprendizaje Basado en la Creatividad Científica; Learning Based on Scientific Creativity). A quantitative, correlational study was conducted with 197 students who completed two questionnaires after interacting with the game to assess the association between these two variables. The results revealed a strong and significant positive correlation between a positive perception of the gamified experience and higher self-reported ecological awareness (r = 0.725, p < 0.001). This finding suggests that gamified elements are strongly associated with students' engagement and their reported consciousness regarding environmental issues. It is concluded that while gamified learning shows great potential for fostering ecological awareness in an educational setting, this correlational, self-reported evidence does not permit inferences about lasting behavioral changes in real-life contexts. This study provides empirical evidence of the significant association between gamified learning and ecological awareness, offering practical implications for designing educational environments that aim to promote pro-environmental attitudes.
Keywords: Gamification1, serious games2, ecological awareness3, sustainability4, environmental education5, environmental consciousness6, game-based learning7
Received: 19 Jun 2025; Accepted: 29 Oct 2025.
Copyright: © 2025 Talavera Mendoza, Cahuana Suni and Cayani Caceres. 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: Fabiola Mary Talavera Mendoza, ftalaveram@unsa.edu.pe
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