Sustainable mobility learning: technological acceptance model for gamified experience with ClassCraft in primary school

The concept of sustainable mobility is related to the fulfilment of certain conditions that consider environmental, economic and social factors when making decisions on transport activity. The recognition of the role of education as a key factor for sustainable development and sustainable mobility h...

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Autores: Sipone, Silvia, Abella García, Víctor, Rojo, Marta, Moura Berodia, José Luis|||0000-0001-5645-8289
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad de Cantabria (UC)
Repositorio:UCrea Repositorio Abierto de la Universidad de Cantabria
Idioma:inglés
OAI Identifier:oai:repositorio.unican.es:10902/31296
Acceso en línea:https://hdl.handle.net/10902/31296
Access Level:acceso abierto
Palabra clave:Sustainable mobility
Gamification
Technological Acceptance Model
Mixed method
Primary Education
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spelling Sustainable mobility learning: technological acceptance model for gamified experience with ClassCraft in primary schoolSipone, SilviaAbella García, VíctorRojo, MartaMoura Berodia, José Luis|||0000-0001-5645-8289Sustainable mobilityGamificationTechnological Acceptance ModelMixed methodPrimary EducationThe concept of sustainable mobility is related to the fulfilment of certain conditions that consider environmental, economic and social factors when making decisions on transport activity. The recognition of the role of education as a key factor for sustainable development and sustainable mobility has been growing. Therefore, the development of training schemes aimed at sustainable mobility education as a tool for a better future for the generations to come is of fundamental importance. This study analyses the factors affecting the adoption of the ClassCraft platform in activities related to sustainable mobility. The proposed experience involved children aged 10-11 years old, a total of 75 pupils. This experience was the basis for analyzing the pupils' perception of the gamification-based methodology. A mixed method has been used, combining qualitative results from a Focus Group (FG) with 6 students, and quantitative results through a questionnaire based on the Technology Acceptance Model (TAM) with all the 75 students. The results reflect that all students consider this methodology as an opportunity for a change in the school experience to make classroom activities more enjoyable. Our research contributes to the application of a mixed methods approach that addresses an educational challenge, considering the voice of the children when applying new teaching-learning strategies.Springer NatureUniversidad de Cantabria20232023-12-01journal articlehttp://purl.org/coar/resource_type/c_6501NAhttp://purl.org/coar/version/c_be7fb7dd8ff6fe43info:eu-repo/semantics/articlehttps://hdl.handle.net/10902/31296Education and Information Technologies, 2023, 28(12), 16177-16200reponame:UCrea Repositorio Abierto de la Universidad de Cantabriainstname:Universidad de Cantabria (UC)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:repositorio.unican.es:10902/312962025-07-01T11:58:01Z
dc.title.none.fl_str_mv Sustainable mobility learning: technological acceptance model for gamified experience with ClassCraft in primary school
title Sustainable mobility learning: technological acceptance model for gamified experience with ClassCraft in primary school
spellingShingle Sustainable mobility learning: technological acceptance model for gamified experience with ClassCraft in primary school
Sipone, Silvia
Sustainable mobility
Gamification
Technological Acceptance Model
Mixed method
Primary Education
title_short Sustainable mobility learning: technological acceptance model for gamified experience with ClassCraft in primary school
title_full Sustainable mobility learning: technological acceptance model for gamified experience with ClassCraft in primary school
title_fullStr Sustainable mobility learning: technological acceptance model for gamified experience with ClassCraft in primary school
title_full_unstemmed Sustainable mobility learning: technological acceptance model for gamified experience with ClassCraft in primary school
title_sort Sustainable mobility learning: technological acceptance model for gamified experience with ClassCraft in primary school
dc.creator.none.fl_str_mv Sipone, Silvia
Abella García, Víctor
Rojo, Marta
Moura Berodia, José Luis|||0000-0001-5645-8289
author Sipone, Silvia
author_facet Sipone, Silvia
Abella García, Víctor
Rojo, Marta
Moura Berodia, José Luis|||0000-0001-5645-8289
author_role author
author2 Abella García, Víctor
Rojo, Marta
Moura Berodia, José Luis|||0000-0001-5645-8289
author2_role author
author
author
dc.contributor.none.fl_str_mv Universidad de Cantabria
dc.subject.none.fl_str_mv Sustainable mobility
Gamification
Technological Acceptance Model
Mixed method
Primary Education
topic Sustainable mobility
Gamification
Technological Acceptance Model
Mixed method
Primary Education
description The concept of sustainable mobility is related to the fulfilment of certain conditions that consider environmental, economic and social factors when making decisions on transport activity. The recognition of the role of education as a key factor for sustainable development and sustainable mobility has been growing. Therefore, the development of training schemes aimed at sustainable mobility education as a tool for a better future for the generations to come is of fundamental importance. This study analyses the factors affecting the adoption of the ClassCraft platform in activities related to sustainable mobility. The proposed experience involved children aged 10-11 years old, a total of 75 pupils. This experience was the basis for analyzing the pupils' perception of the gamification-based methodology. A mixed method has been used, combining qualitative results from a Focus Group (FG) with 6 students, and quantitative results through a questionnaire based on the Technology Acceptance Model (TAM) with all the 75 students. The results reflect that all students consider this methodology as an opportunity for a change in the school experience to make classroom activities more enjoyable. Our research contributes to the application of a mixed methods approach that addresses an educational challenge, considering the voice of the children when applying new teaching-learning strategies.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-12-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
NA
http://purl.org/coar/version/c_be7fb7dd8ff6fe43
info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10902/31296
url https://hdl.handle.net/10902/31296
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Springer Nature
publisher.none.fl_str_mv Springer Nature
dc.source.none.fl_str_mv Education and Information Technologies, 2023, 28(12), 16177-16200
reponame:UCrea Repositorio Abierto de la Universidad de Cantabria
instname:Universidad de Cantabria (UC)
instname_str Universidad de Cantabria (UC)
reponame_str UCrea Repositorio Abierto de la Universidad de Cantabria
collection UCrea Repositorio Abierto de la Universidad de Cantabria
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,638193

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