Λεπτομέρειες βιβλιογραφικής εγγραφής
| Τίτλος: |
Gamifying Renewable Energy: Enhancing Pre-University Students’ Knowledge and Attitudes Toward Science and Technology |
| Συγγραφείς: |
Iciar Pablo-Lerchundi, Susana Sastre-Merino, Jose Miguel Riquelme-Dominguez, Kumar Mahtani, Hugo Mendonça |
| Πηγή: |
Education Sciences, Vol 15, Iss 11, p 1500 (2025) |
| Στοιχεία εκδότη: |
MDPI AG, 2025. |
| Έτος έκδοσης: |
2025 |
| Συλλογή: |
LCC:Education |
| Θεματικοί όροι: |
escape room, science and technology (S&T), science, technology, engineering, and mathematics (STEM), sustainability education, Education |
| Περιγραφή: |
Science and Technology (S&T) education is fundamental for advancing sustainability and preparing new generations to face global challenges. However, there is growing concern about the decline in interest and positive attitudes of pre-university students towards S&T and STEM fields, which affects the future workforce and the ability to address complex problems such as energy transition. Research highlights the importance of early interventions and innovative teaching methods to sustain motivation and foster positive attitudes towards S&T and STEM fields. Among these, gamified learning strategies, such as escape rooms, have emerged as promising tools for making S&T education more engaging and accessible. This study investigates whether such approaches can enhance knowledge in renewable energy and attitudes towards S&T in pre-university students. A total of 101 secondary education students participated in a gamified escape room on renewable energy, followed by pre- and post-intervention surveys assessing knowledge and attitudes towards S&T. Responses from 96 students were analyzed using non-parametric statistical tests. The activity improved students’ knowledge of renewable energy but did not lead to measurable changes in their attitudes towards S&T, suggesting that one-time interventions may raise awareness but are insufficient to shift perceptions; therefore, sustained and immersive educational strategies are needed to foster lasting engagement with STEM fields. |
| Τύπος εγγράφου: |
article |
| Περιγραφή αρχείου: |
electronic resource |
| Γλώσσα: |
English |
| ISSN: |
2227-7102 |
| Relation: |
https://www.mdpi.com/2227-7102/15/11/1500; https://doaj.org/toc/2227-7102 |
| DOI: |
10.3390/educsci15111500 |
| Σύνδεσμος πρόσβασης: |
https://doaj.org/article/6b5ca1f32dce43529fc9e8b5f4fceb49 |
| Αριθμός Καταχώρησης: |
edsdoj.6b5ca1f32dce43529fc9e8b5f4fceb49 |
| Βάση Δεδομένων: |
Directory of Open Access Journals |