The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Issue
Volume 18 Issue 5 / Oct 2020  pp373‑459

Editor: Rikke Ørngreen, Mie Buhl, Bente Meyer

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Spaces of Joint Inquiry Through Visual Facilitation and Representations in Higher Education: An Exploratory case study  pp373‑386

Heidi Hautopp, Stine Ejsing-Duun

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Building Creative Critical Online Learning Communities through Digital Moments  pp387‑396

Wendy Barber

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Learning Analytics in Flipped Classrooms: A Scoping Review  pp397‑409

Muriel Algayres, Evangelia Triantafyllou

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Accelerating the Energy Transition Through Serious Gaming: Testing Effects on Awareness, Knowledge and Efficacy Beliefs  pp410‑420

Tania Ouariachi, Wim Elving

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Abstract

To have sustainable societies, we need to accelerate the energy transition towards clean energy solutions, however, awareness and understanding of the process as well as intentions to change behaviors are still limited, especially among young people. An optimal balance considering the point of view from all parties involved is out of sight without a focus on social structures and a dialogue among all parties. In this context, universities have a critical role to play: these institutions build capacity through the development of new knowledge, new understanding and new insights, and can therefore provide effective solutions to complex societal challenges. In search of innovative approaches to reach young people, whose communicative paradigm has become more interactive and participatory, the use of serious gaming in formal education is gaining attention among scholars and practitioners: they can foster skills and abilities, contribute to content development of complex issues by integrating insights from different disciplines, and permit learning experiences that are not possible in real life. In this paper, we introduce “We‑Energy Game”, a serious game that address the urgency and complexities in the provision of affordable energy from renewable sources for an entire town. During the game, players negotiate, from their respective roles, which energy source they want to employ and on which location, with the goal to make a village or city energy neutral. Then, we present findings from a pretest and posttest completed by a hundred university students in The Netherlands to analyze the effects of the game on players awareness, understanding and efficacy beliefs. Results reveal positive outcomes on all variables. 

 

Keywords: serious games, education, youth, sustainability, energy transition, effects

 

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Factors Predicting Integration of E‑Learning by Preservice Science Teachers: Structural Model Development and Testing  pp421‑435

Cecilia Temilola Olugbara, Moeketsi Letseka

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Engagement with and Participation in Online role play Collaborative Arguments: A Sociocultural Perspective  pp436‑448

Josephine Lutaaya Najjemba, Johannes Cronjé

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Effects of Video Discussion Posts on Social Presence and Course Satisfaction  pp449‑459

Ying Xiu, Penny Thompson

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