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<p>Gamification and Escape Rooms (ER) have emerged as effective tools for fostering attitudinal and behavioural shifts and enhancing learning. While their application in sustainable mobility remains limited, it is predominantly associated with digital games and mobile applications tailored towards an adult audience. This study explores the potential of these tools in cultivating an understanding of sustainable mobility principles among children aged 10 to 13. Through an immersive experience involving problem-solving and puzzles, 174 participating students were immersed in a playful setting conductive to assimilating knowledge about sustainable mobility. Pre- and post-experience questionnaires were administered to assess the extent of learning, and their results were categorised based on student characteristics, such as gender and mobility patterns. Using multinomial logit models to analyse the questionnaire data helped identify variables that affect the likelihood of giving correct answers before and after the experience. The results indicate that gender, bicycle usage, dependence on public transportation, and the number of cars in the household significantly impact awareness of mobility issues. Moreover, the ER experience has been found to cause a small yet noticeable change in understanding sustainable mobility concepts.</p>

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Analysis of factors influencing the acquisition of sustainable mobility through immersive experience in primary school children

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年1月21日

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  • Silvia Sipone,
  • Andrés Rodríguez Gutiérrez,
  • José Luis Moura Berodia,
  • Marta Rojo Arce

摘要

Gamification and Escape Rooms (ER) have emerged as effective tools for fostering attitudinal and behavioural shifts and enhancing learning. While their application in sustainable mobility remains limited, it is predominantly associated with digital games and mobile applications tailored towards an adult audience. This study explores the potential of these tools in cultivating an understanding of sustainable mobility principles among children aged 10 to 13. Through an immersive experience involving problem-solving and puzzles, 174 participating students were immersed in a playful setting conductive to assimilating knowledge about sustainable mobility. Pre- and post-experience questionnaires were administered to assess the extent of learning, and their results were categorised based on student characteristics, such as gender and mobility patterns. Using multinomial logit models to analyse the questionnaire data helped identify variables that affect the likelihood of giving correct answers before and after the experience. The results indicate that gender, bicycle usage, dependence on public transportation, and the number of cars in the household significantly impact awareness of mobility issues. Moreover, the ER experience has been found to cause a small yet noticeable change in understanding sustainable mobility concepts.