Digital Tools and Climate Change Education: Exploring the Role of Digital Games

Abstract

This study investigated the transformative potential of digital technologies, with a focus on digital games, to enrich climate change education (CCE) and foster climate literacy. It explored how visual, auditory, and interactive elements foster climate literacy, alongside considerations of gender dynamics and accessibility. A multimodal discourse analysis methodology within a constructivist framework was adopted to ensure a comprehensive evaluation of the subject matter. By critically examining the role of digital games in CCE, this research delved into their design, narrative, and interactive elements through multimodal discourse analysis, highlighting how these features may contribute to effective learning experiences. Findings showed that games hold the potential to engage learners effectively but lack inclusivity, particularly in critical gender representation. This research revealed that digital games, when designed with appropriate difficulty and reward structures and rooted in real-world simulations, can significantly contribute to CCE. By providing educators with interactive tools, these games may enhance student engagement, accessibility, and deepen their understanding of climate change (CC), highlighting the potential of this innovative approach to transform environmental education. This research also offers actionable insights for educators, game developers, and policymakers to enhance the integration of digital games into educational frameworks. This work was driven by a commitment to advancing knowledge within the field of educational technology and its intersection with climate change education, with the intent to contribute meaningfully to the academic community.