Leveraging Gamification Strategies for Enhanced Environmental Education: An Exploration into Design, Technology, and Learning Outcomes

Abstract

In the evolving landscape of digital technologies, gamified learning has been increasingly recognized for its potential in the educational realm, particularly within the domain of environmental education. By intertwining game design principles with educational objectives, new pathways for disseminating and enriching environmental education have been established. Despite its promise, existing gamification strategies in environmental education have been observed to exhibit limitations, notably in neglecting the temporal granularity variations in group behavior of students and adopting a singular perspective on learning behaviors. This study is chiefly anchored on two focal points: task recommendation within the gamification of environmental education and game progression adjustments tethered to adaptive learning outcomes. Through the integration of the attention mechanism and bidirectional long-short-term memory (Bi-LSTM) neural networks, predictions related to students’ dynamic preferences in gamified learning behaviors have been refined. Consequently, more tailored game task recommendations have been made. Furthermore, the dynamics of adjusting game progression contingent on students’ learning outcomes have been extensively analyzed. The insights garnered from this investigation provide critical theoretical foundations and pragmatic instruments for the nuanced employment of gamification within the environmental education context.