The Future of Education

This study introduces a hybrid educational board game called Eco Leaders, designed to raise awareness of ecological sustainability among teachers and gifted students. The game was developed based on integrated STEM processes and the Mechanics-Dynamics-Aesthetics (MDA) framework for game design and research, and is supported by a mobile application [1],[2]. Players take on the role of city managers; those who answer mobile app questions correctly, use strategy cards effectively, and manage the carbon credit system properly are considered "conscious city managers." The mobile app includes multiple-choice questions, which are read aloud by artificial intelligence and can be modified by the teacher. In addition, with the support of data analysis, players’ correct–incorrect ratios are visualized, and the ability to modify the questions allows the game scenario to be differentiated at the group and class levels and integrated into interdisciplinary curricula.

Eco Leaders is supported by a mobile application developed with MIT App Inventor and visuals designed with Canva. Mathematical thinking processes are reflected through the carbon credit system and end-of-game score calculations. Scientific concepts related to ecological sustainability are presented through mobile application questions and game cards that reflect ecological city design practices. The game set includes a game mat, eco-friendly and harmful city application cards, strategy cards, game currency, carbon credits, and a leadership board.

The practices carried out with 9 teachers and 28 gifted students were evaluated through descriptive analysis of teacher feedback. The findings indicate that the game offers an effective, engaging, innovative, and content-rich educational experience for both teachers and gifted students. Moreover, it was emphasized that the game has the potential to support the development of key 21st-century skills such as collaboration, persuasion, responsibility, decision-making, and problem-solving. The findings obtained are in parallel with other studies in the literature that show game-based learning supports learning motivation, engagement, and the development of 21st-century skills [3],[4],[5],[6].

Keywords: STEM Education, Game-Based Learning, Gifted Education, Environmental Sustainability

REFERENCES

[1]   Kelley T.R., Knowles J.G., “A conceptual framework for integrated STEM education”, International Journal of STEM Education, London, Springer Open, 2016, 3:11.https://doi.org/10.1186/s40594-016-0046-z">https://doi.org/10.1186/s40594-016-0046-z

[2]   Hunicke R., LeBlanc M., Zubek R., “MDA: A formal approach to game design and game research”, Proceedings of the AAAI Workshop on Challenges in Game AI, San Jose, California, AAAI Press, 2004, 1–4.

[3]   Connolly T.M., Boyle E.A., MacArthur E., Hainey T., Boyle J.M., “A systematic literature review of empirical evidence on computer games and serious games”, Computers & Education, Oxford, Elsevier Science, 2012, 59:2, 661–686.

[4]   Wouters P., van Nimwegen C., van Oostendorp H., van der Spek E.D., “A meta-analysis of the cognitive and motivational effects of serious games”, Journal of Educational Psychology, Washington, American Psychological Association, 2013, 105:2, 249–265.

[5]   Ouariachi T., Olvera-Lobo M.D., Gutiérrez-Pérez J., “Serious games and sustainability: A systematic review”, Sustainability, Basel, MDPI, 2017, 9:6, 965.

[6]   Velempini K., “Teachers as observers in game-based learning environments”, Computers & Education, Oxford, Elsevier Science, 2025, 201, 104832.