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...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Instituto Cervantes |
| Repositorio: | Repositorio Institucional de la Universidad de Burgos (RIUBU) |
| OAI Identifier: | oai:dnet:riubu_______::aa8579b101536b2b20f472e9ec643f9f |
| Acceso en línea: | http://hdl.handle.net/10259/9246 |
| Access Level: | acceso abierto |
| Palabra clave: | Sustainable mobility Gamification Technological Acceptance Model Mixed method Primary education Tecnología Ingeniería civil Enseñanza primaria Technology Civil engineering Education, Primary |
| Sumario: | 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. |
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