Enhancing ESG learning outcomes through gamification: An experimental study

• Published in: PloS one Vol. 19; no. 5; p. e0303259
• Main Author: Zhang, Fang
• Format: Journal Article
• Language: English
• Published: United States Public Library of Science 15.05.2024; Public Library of Science (PLoS)
• Subjects: Academic achievement; Adult; Analysis; Biology and Life Sciences; Classrooms; Colleges & universities; Competition; Corporate governance; Design; Education; Educational aspects; Educational objectives; Effectiveness; Environmental education; Environmental governance; Female; Games, Experimental; Gamification; Humans; Hypotheses; Influence; Interactive control; Learning; Learning activities; Male; Mediation; Methods; Motivation; School environment; Science Policy; Self-efficacy; Social discrimination learning; Social Sciences; Student participation; Students; Students - psychology; Surveys and Questionnaires; Teaching methods; Universities; Video Games; Young Adult; China
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0303259

This study investigates the effectiveness of gamification in enhancing learning outcomes in Environmental, Social, and Governance (ESG) education. Employing a cluster randomized experiment, the research involved 22 classes from four universities, divided into gamified and traditional teaching groups. The gamified group engaged with ESG concepts through interactive, game-like elements, while the control group followed standard educational practices. The study aimed to determine whether gamification could improve ESG course effectiveness and enhance Psychological Ownership and Perceived Importance, thereby influencing learning outcomes. Data collected through post-experiment surveys were analyzed using multiple linear regression and Structural Equation Modeling (SEM). Results indicated that students in the gamified group performed significantly better in ESG exams compared to the control group, demonstrating the effectiveness of gamification in enhancing academic achievement. The SEM analysis further revealed that gamification positively impacted Psychological Ownership and Perceived Importance, which in turn significantly improved academic performance. These findings suggest that incorporating gamification in ESG education can effectively engage students and deepen their understanding of complex sustainability issues. This study contributes to the field by highlighting the potential of gamification as a transformative tool in higher education, particularly in teaching abstract and multifaceted subjects like ESG.