Critical thinking in environmental education through digital games among students

Abstract

In recent years, we have come aware of the importance of digital games-based learning environments among young learners. In order to produce a sustainable environmental education that is interactive, persuasive, and action-oriented, it should be interactive and persuasive. This article explains the insights gathered during the teaching of cognitive knowledge, engaging students emotionally through the demonstration of the consequences of destructive environmental behavior in this article. Many studies show that knowledge acquisition in digital games has a significant impact on collaborative learning compared to individual digital game playing. This method study has been examined among 50 students in a high school in environmental education trend in Jaffa-Tel Aviv, who played a game individually (n = 50), in a collaborative group (n = 40) and in a control group (n = 38). During the designed digital games, the students were asked to complete an open-ended questionnaire to identify their thinking skills. A higher level of attitude learning was observed from games compared to traditional pedagogical methods and pro-environmental behavior was achieved. It is important to continue evaluating the effectiveness of digital games as a learning tool and to identify best practices for their design and implementation in educational settings.