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<p>In the context of the growing impact of digital technology, this study explores the effectiveness of a gamified learning tool designed to educate higher education students about digital sobriety. The aim is to analyse the effects of two different learning scenarios on digital sobriety maturity, motivation to adopt responsible digital behaviour and the feeling of competence to act collectively. In an experimental approach, 107 students took part in a game-based learning experience (escape game) followed by the drafting of digital eco-gesture charters. One group was asked to take individual action, while the other was asked to take collective action. The results show that both scenarios improve digital maturity, with no significant difference between the two. However, the collective scenario reinforces the feeling of competence to act collectively. Finally, regardless of the scenario, the students appear to be motivated by intrinsic and identified reasons, underlining their awareness.</p>

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Effects of two scenario approaches for digital sobriety education among higher education students

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月24日

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  • Sarah Descamps,
  • Gaëtan Temperman,
  • Bruno De Lièvre

摘要

In the context of the growing impact of digital technology, this study explores the effectiveness of a gamified learning tool designed to educate higher education students about digital sobriety. The aim is to analyse the effects of two different learning scenarios on digital sobriety maturity, motivation to adopt responsible digital behaviour and the feeling of competence to act collectively. In an experimental approach, 107 students took part in a game-based learning experience (escape game) followed by the drafting of digital eco-gesture charters. One group was asked to take individual action, while the other was asked to take collective action. The results show that both scenarios improve digital maturity, with no significant difference between the two. However, the collective scenario reinforces the feeling of competence to act collectively. Finally, regardless of the scenario, the students appear to be motivated by intrinsic and identified reasons, underlining their awareness.