This paper presents three lesson activities for upper secondary education that focus on learning subject specific knowledge and general system thinking skills by creating a qualitative representation. The learning goals and the pedagogical approach are described.
The purpose of this study was to provide more insight into how the physical education (PE) context can be better tailored to the diverse motivational demands of secondary school students. Therefore, we examined how different constructs of student motivation in the context of PE combine into distinct motivational profiles, aiming to unveil motivational similarities and differences between students’ PE experiences. Participants were 2,562 Dutch secondary school students, aged 12–18, from 24 different schools. Students responded to questionnaires assessing their perception of psychological need satisfaction and frustration, and perceived mastery and performance climate in PE. In order to interpret the emerging profiles additional variables were assessed (i.e. demographic, motivational and PE-related variables). Two-step cluster analysis identified three meaningful profiles labelled as negative perceivers, moderate perceivers and positive perceivers. These three profiles differed significantly with regard to perceived psychological need satisfaction and frustration and their perception of the motivational climate. This study demonstrates that students can be grouped in distinct profiles based on their perceptions of the motivational PE environment. Consequently, the insights obtained could assist PE teachers in designing instructional strategies that target students’ differential motivational needs.
In the last years we have observed a growing interest in the use of gamification approaches for climate change education. While most practices are related to digital gaming, there is a new trend which is still academically unexplored: escape rooms. The main objective of this paper is to serve as an initial exploratory study in this field by identifying and analysing climate change-related escape rooms. For that purpose we carried out a web search and a qualitative content analysis. A total of 17 initiatives are described and compared, unravelling their main audience, country of origin, topics, scenarios and objectives covered. The paper also highlights what escape rooms can offer to climate change education: experiential and immersive learning, problem solving and critical thinking skills, and a sense of collaboration and urgency.
Within the framework of the “Greening Games” project, we will develop, test and distribute flagship didactic materials addressing the interdisciplinary nature of green digital gaming. These will be tested in selected higher education programs and finally shared as open access content for the broader academic and teaching community. It is our core strategic responsibility to educate students about the relations between digital games and environment. We believe that the more aware students of today will become greener game designers, programmers, and academic leaders of tomorrow. At the centre of our partnership’s didactic philosophy are human responsibility, ethical game design and sustainable gaming culture. Societal IssueVideo games serve as technological marvels and cultural reflections. McKenzie Wark suggests they are integral to a shared culture, fostering critical thinking. Games act as arenas for cultural values and environmental awareness. Climate-aware video games, often referred to as 'green games' or 'eco-games,' raise ecological consciousness and reconnect players with nature. For example, Riders Republic, which replicates real-world terrain using satellite imagery, inspires eco-awareness. However, the environmental footprint of video games, reliant on digital electronics and resource-intensive consoles, poses challenges. Developers, manufacturers, and gaming giants must address these impacts. Benjamin Abraham emphasizes sustainable game development as a holistic solution beyond incorporating green content.Benefit to societyBy developing teaching materials on green gaming for higher education, we create the following impact. We will…- increase the awareness of this subject among Bachelor’s and Master’s students.- enhance students’ knowledge of green gaming and their ability to integrate existing solutions into their game projects.- stimulate more research interest among research staff as well as students.- facilitate the uptake of pedagogical resources on green gaming by lecturers and professors.- create a European research community around the topic.- raise the visibility of green game studies among the game industry and wider public.
Participatief actieonderzoekPedagogisch sportklimaat implementeren bij een sportverenigingHet onderzoeksproject Kids First, towards a pedagogical sport climate was een van de 4 projecten die zijn gehonoreerd binnen de 2017 call van het ZonMw Onderzoeksprogramma Sport en Bewegen. Looptijd van het project: 15 mei 2018 – 16 april 2021.
The objective of this multidisciplinary research project is to gain new knowledge about how to establish a pedagogical sport climate that increases the value of youth sports. In this project led by Windesheim University of applied sciences, a consortium of committed and experienced partners will closely work together on the following research question: how to increase the value of youth sports by realizing a safe and educational sport club environment?
