New Perspectives in Science 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 STEM processes and the Mechanics-Dynamics-Aesthetics (MDA) gamification model and is supported by a mobile application (Hunicke et al., 2004; Kelley & Knowles, 2016). 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 change 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 money, 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 gamification supports learning motivation, engagement, and the development of 21st-century skills (Barata et al., 2015; Ramírez Ruiz & Vargas Sanchez, 2024; Su & Cheng, 2019).