Gamification as a pedagogical tool to promote environmental sustainability in a university of technology

Abstract

Gamification has emerged as an interesting tool for learning. The concept has been tested in different real-world environments where feedback from available cases has proven to be very successful. Gamification has been used to gamify learning experiences in fields such as business, information technology and education. This study was conducted to explore the use of gamification as a pedagogical tool to enhance graphic design students’ engagement with environmental sustainability that could support related behaviour adaptation and change. The study was conducted through design-led approaches in a higher education institution of technology in Ghana. The participants in the study consisted of 165 undergraduate graphic design students whose gamified learning experiences revolved around environmental sustainability and climate change in the context of design education in Ghana. The study was situated within the constructivist research paradigm and therefore, the gamified learning experiences of the participants informed the outcome of the research. The study was conducted using the Octalysis model as a lens to inform the design of the gaming experience and analyse the outcome of the research. This study makes a contribution to the knowledge of climate change and environmental sustainability and the theory and application of gamification. A framework that could guide the integration of gamification into design education within African universities is proposed.