Learning About Sustainability with Play IT Cool: Insights from Two Pilot Studies

Digital Game-Based Learning (DGBL) promises to support learning processes and behavioral change, which are fundamental to sparking change towards sustainable behaviors. The present study aimed to examine how a gamified educational activity—Play IT Cool—affects students’ emotions, motivation, and enjoyment. This novel tool, developed by integrating self-determination theory and the Mechanics, Dynamics, Aesthetics (MDA) model of game design, harnesses the power of storytelling and interactivity to engage learners regarding climate change issues and sustainable behaviors. The aim was to assess how students’ experiences with Play IT Cool differ from those with a comparable non-gamified sustainability program, and two studies were conducted. The first study involved 28 university students (5 males) divided into two conditions: gamified and non-gamified. The second study involved 37 participants (8 males) divided into four experimental conditions: individual gameplay, group gameplay, individual non-gamified learning, and group non-gamified learning. Self-reporting pre- and post-surveys were administered in both studies to evaluate the impact on learners. The results showed that Play IT Cool had an impact on enjoyment, emotions, and needs satisfaction, although it was not substantially different from that under the non-gamified condition. These findings suggest that while the use of game elements alone may not enhance outcomes compared to non-gamified tools, the activities promote positive emotional and motivational experiences. Furthermore, working in a group provides additional benefits for relatedness. In conclusion, some observations are drawn about the significant and non-significant results as well.