Growing a digital iceberg for a polar bear: effects of a gamified mobile app on university students’ pro-environmental behaviours

• Published in: International journal of sustainability in higher education 2023-11, Vol.24 (8), p.1932-1948
• Main Authors: Boncu, Ștefan, Candel, Octav-Sorin, Prundeanu, Oara, Popa, Nicoleta Laura
• Format: Article
• Language: English
• Subjects: Adult learning; Applications programs; Attitudes; Behavior Change; Climate change; College Students; Colleges & universities; Design; Education; Educational objectives; Educational Strategies; Energy consumption; Environmental attitudes; Environmental behavior; Environmental Education; Game Based Learning; Games; Gamification; Handheld Devices; Icebergs; Independent study; Informal Education; Learning; Learning Strategies; Learning Theories; Literacy; Mobile computing; Optimism; Outcomes of Education; Polar bears; Student Attitudes; Student Behavior; Students; Sustainability; Undergraduate study; University students; Young adults
• ISSN: 1467-6370; 1467-6370; 1758-6739
• DOI: 10.1108/IJSHE-03-2023-0092

Purpose Pro-environmental education incorporates digital technologies to enhance the level of pro-environmental behaviours (PEB) in young adults. Guided by gamified learning and self-directed informal learning theories, this study aims to examine the potential for the use of a gamified mobile app to increase students’ PEB. Also, it explores whether various pre-existing environmental attitudes and beliefs can moderate the effects. Design/methodology/approach This quasi-experimental study proposed an eight-weeks intervention for undergraduate students based on using a mobile app. The authors evaluated the post-intervention differences in PEB between the intervention group and a control group. The effects of multiple moderators were also tested. Findings Using the mobile app for eight weeks significantly improves the levels of PEB in the intervention group compared to the control group. None of the proposed interactions showed significant moderator effects. Originality/value To the best of the authors’ knowledge, this study is the first one to verify the potential moderators accounting for the success of an environmental education approach using a mobile app. Also, it provides strong empirical support for the use of such educational strategy. Based on these findings, the authors suggest the use of gamified mobile apps as suitable tools for pro-environmental education, especially when targeting young adult or student populations. Moreover, using mobile apps providing self-directed informal learning, combined with gamification, can be used to enhance other desirable behaviours.