Roberto Di Paolo
Matteo Bisanti
Fabio Chiarello
Sibilla Di Guida
Veronica Pizziol- 1Department of Economics and Management, University of Parma, Parma, Italy
- 2Laboratory for the Analysis of compleX Economics System, IMT School for the Advanced Studies Lucca, Lucca, Italy
- 3Department of Economics and Management, University of Florence, Florence, Italy
- 4Institute for Photonics and Nanotechnologies, National Research Council (CNR), Rome, Italy
- 5Department of Economics, University of Bologna, Bologna, Italy
Editorial on the Research Topic
Games-based learning for social change
Addressing the challenges of contemporary societies requires simultaneous efforts in different dimensions and innovative approaches, particularly when aiming to foster positive social changes. The new millennium has seen not only the emergence of new and unexplored criticalities but also the development of new techniques and methodologies to address these criticalities. A modern approach to problem-solving and social development requires path-breaking methods, along with tools that are useful for people to understand and deal with the inevitable complexities of our reality. These tools are mainly (but not only) related to promoting a scientific culture and enhancing the basic comprehension of the language of science.
Prosocial behaviors constitute integral facets of human decision-making processes, exerting significant influences on both individual actors and societal dynamics. Different lines of research have pointed out that the overall sustainability of a society hinges greatly on the prosocial inclinations, experiences, and competencies of its members within social dimensions (Nowak, 2006; Mikulincer and Shaver, 2010; Bilancini et al., 2022). Since the development of tendencies toward prosocial behaviors and the internalization of social norms predominantly occur during childhood (House and Tomasello, 2018; Yao and Enright, 2023), it is essential to provide opportunities for young children to nurture such inclinations. Indeed, childhood and adolescence are the most responsive life stages for learning positive and long-lasting prosocial attitudes.
In recent years, game-based educational methodologies have been increasingly employed to cultivate open-mindedness and prosocial tendencies among young individuals (Bilancini et al., 2023; Di Paolo and Pizziol, 2023). Specifically, the structured nature of games and the social interactions engendered through group play render game-based learning initiatives a natural conduit for instilling desirable behavioral patterns. A further positive characteristic of game-based learning is that, when games are integrated into familiar settings, the recurrent engagement among young players can potentially involve adults in the process and foster positive spillovers. Games often necessitate adherence to predefined rules and collaboration among participants, fostering cooperative actions and the ability to resolve conflicts amicably. However, it is crucial to remark that games should not be viewed as substitutes for conventional educational approaches; rather, they should be thoughtfully integrated and complemented with traditional pedagogical methods to maximize their efficacy. Consequently, evaluating the efficacy of structured educational programs, recurrent gaming activities, and the utilization of various types of games (ranging from digital to analog formats) in nurturing open-mindedness and prosocial behaviors assumes paramount importance in the implementation of policy-driven initiatives that aim at integrating game-based learning with social consciousness.
This Research Topic compiles empirical studies aimed at testing the effectiveness of game-based educational programs on young adults and their families, particularly focusing on prosocial behaviors and open-mindedness. Specifically, the methods included in this Research Topic include the use of narrative-driven experiences, the significance of play, and empirical studies on the use of game-based learning in educational contexts. These contributions collectively highlight the evolving landscape of educational methodologies, emphasizing the integration of narratives, game-based learning, and play to enhance engagement, motivation, and learning outcomes across diverse educational settings and age groups.
Contributions to the collection
The use of diverse educational methodologies and technologies, particularly those focused on narrative-driven experiences and game-based learning, has gained increasing attention in educational research. Science, Technology, Engineering, Arts, and Mathematics (STEAM) education, renowned for its holistic and integrated approach, intersects with narrative-driven digital game-based learning (DGBL) to offer engaging and effective learning environments. As discussed by Fenici and Mosca, when exploring narrative learning, ranging from historical to digital forms, the importance of narratives in driving engagement, motivation, and learning becomes evident. Indeed, branching narratives, as exemplified by gamebooks, offer interactive storytelling experiences where readers can influence the outcome of the story. Introducing those narratives in higher education settings promotes communication, collaboration, and prosocial attitudes among students. This approach aligns with the broader goal of using narrative-driven educational activities to foster positive social change, emphasizing the acquisition of social development and sustainability competencies.
In this field, one model that categorizes narrative DGBL experiences is the extended ludo narrative variable model introduced by Breien and Wasson. Empirical evidence suggests that certain categories within this model have positive effects on engagement and learning outcomes. Building on this foundation, the eLuna co-design framework enables educators to collaborate with game developers in designing and developing narrative-driven DGBL experiences that support STEAM learning objectives. The framework comprises a co-design method and a visual language that facilitate the creation of narrative-driven games.
According to Breien et al., science centers have become crucial arenas for out-of-school learning, particularly in STEAM education. They offer narrative-driven learning trails that integrate physical exhibits with virtual components, supported by the eLuna framework. These trails aim to foster engagement and flow in learners, leveraging both real-world and virtual elements. Indeed, authors have extended the eLuna visual language to enhance the co-design of mixed-reality narrative game-based learning trails in science centers through thematic analyses and usability methods.
Other innovative educational experiences are being explored beyond traditional classroom activities. These experiences include outdoor activities (Alfonso) and game-based teaching systems (Iannace et al.). Engaging in outdoor activities, such as the article airplane experiment, provide hands-on experiences that deepen the understanding of concepts such as decision-making under uncertainty. Meanwhile, game-based teaching systems, exemplified by the Megagame with RPG elements, offer immersive learning experiences within courses such as Economics. While these approaches are promising, further research is required to address challenges such as high dropout rates and to optimize engagement and learning outcomes.
Additionally, as described by Tikkanen et al., the role of play is gaining recognition for its significance in nurturing computational empowerment, particularly in children's technological experiences. In participatory design sessions with children, play was identified as essential for fostering creativity, narratives, embodiment, and computational empowerment. Integrating play into design sessions can enhance children's learning experiences and contribute to their computational thinking skills and the overall empowerment.
In conclusion, this Research Topic provided useful insights on the effectiveness of game-based educational programs, highlighting a dynamic shift in educational methodologies and enhancements in learning outcomes across various educational contexts.
Author contributions
RD: Conceptualization, Investigation, Methodology, Project administration, Resources, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing. MB: Conceptualization, Investigation, Methodology, Project administration, Resources, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing. FC: Conceptualization, Investigation, Methodology, Project administration, Resources, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing. SD: Conceptualization, Investigation, Methodology, Project administration, Resources, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing. VP: Conceptualization, Investigation, Methodology, Project administration, Resources, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing.
Funding
The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.
Acknowledgments
We deeply thank all the authors and reviewers who have participated in this Research Topic.
Conflict of interest
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Publisher's note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
References
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Bilancini, E., Boncinelli, L., Di Paolo, R., Menicagli, D., Pizziol, V., Ricciardi, E., et al. (2022). Prosocial behavior in emergencies: evidence from blood donors recruitment and retention during the COVID-19 pandemic. Soc. Sci. Med. 314:115438. doi: 10.1016/j.socscimed.2022.115438
Di Paolo, R., and Pizziol, V. (2023). Gamification and sustainable water use: the case of the BLUTUBE educational program. Simul. Gaming 10468781231181652. doi: 10.1177/10468781231181652
House, B. R., and Tomasello, M. (2018). Modeling social norms increasingly influences costly sharing in middle childhood. J. Exp. Child Psychol. 171, 84–98. doi: 10.1016/j.jecp.2017.12.014
Mikulincer, M. E., and Shaver, P. R. (2010). Prosocial Motives, Emotions, and Behavior: The Better Angels of Our Nature. Worcester, MA: American Psychological Association. doi: 10.1037/12061-000
Nowak, M. A. (2006). Five rules for the evolution of cooperation. Science 314, 1560–1563. doi: 10.1126/science.1133755
Keywords: game-based learning (GBL), educational methodologies, prosocial behavior, game and play, narrative-driven learning
Citation: Di Paolo R, Bisanti M, Chiarello F, Di Guida S and Pizziol V (2024) Editorial: Games-based learning for social change. Front. Educ. 9:1403695. doi: 10.3389/feduc.2024.1403695
Received: 19 March 2024; Accepted: 11 April 2024;
Published: 29 April 2024.
Edited and reviewed by: Jakub Swacha, University of Szczecin, Poland
Copyright © 2024 Di Paolo, Bisanti, Chiarello, Di Guida and Pizziol. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Roberto Di Paolo, cm9iZXJ0by5kaXBhb2xvJiN4MDAwNDA7dW5pcHIuaXQ=