Sustainable mobility education through escape rooms: A gender perspective

IF 4.6 3区 工程技术 Q1 ECONOMICS
Silvia Sipone , Andrés Rodríguez , Maira Delgado-Lindeman , José Luis Moura
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Abstract

This study explores the gender dimension in sustainable mobility, focusing on how interactive technologies and gamification, particularly Escape Rooms (ER), can promote awareness and behavioural changes. Despite the literature on sustainable mobility and gender, few studies analyse the intersection of these topics with gamification techniques. This research addresses this gap by examining how gender differences and ER modalities (physical and digital) influence learning, motivation, and satisfaction in sustainable mobility education. The study involved 388 students aged 10–13 who participated in a physical or digital ER experience designed to teach sustainable mobility concepts. The methodology included developing ER narratives and challenges and administering pre- and post-activity questionnaires to assess real and perceived learning acquisition, motivation, and satisfaction. Data analysis was conducted using confirmatory factor analysis and variance analysis to evaluate the impact of gender and ER modality. The results indicate no significant gender differences in learning outcomes on sustainable mobility and satisfaction with the ER experience, suggesting that ERs can be equitable educational tools. However, physical ERs showed higher motivation levels among boys than girls, highlighting the need for inclusive design considerations. This research contributes to understanding how gamified educational experiences can be designed, analysing how a balanced incorporation of intrinsic and extrinsic motivational elements could maintain the motivation of all children. These findings support ERs as effective and inclusive tools to raise awareness and encourage fostering sustainable behaviours among young learners. However, some caution should be taken in the design of their elements.
通过密室逃生的可持续流动教育:性别视角
本研究探讨了可持续交通的性别维度,重点关注互动技术和游戏化,特别是密室逃生(ER),如何促进意识和行为改变。尽管有关于可持续流动性和性别的文献,但很少有研究分析这些主题与游戏化技术的交集。本研究通过研究性别差异和ER模式(物理和数字)如何影响可持续流动教育中的学习、动机和满意度来解决这一差距。这项研究涉及388名年龄在10-13岁之间的学生,他们参加了旨在教授可持续移动概念的物理或数字急诊室体验。研究方法包括发展ER叙述和挑战,管理活动前和活动后的问卷,以评估真实的和感知的学习获得、动机和满意度。数据分析采用验证性因子分析和方差分析,评价性别和急诊方式的影响。结果显示,在可持续流动和对急诊室体验的满意度方面,学习结果没有显著的性别差异,这表明急诊室可以成为公平的教育工具。然而,物理急诊室在男孩中表现出比女孩更高的动机水平,突出了包容性设计考虑的必要性。这项研究有助于理解如何设计游戏化教育体验,分析如何平衡地结合内在和外在动机元素来维持所有儿童的动机。这些发现支持教育教育作为提高认识和鼓励培养青年学习者可持续行为的有效和包容性工具。然而,在其元素的设计中应该采取一些谨慎措施。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
8.40
自引率
2.60%
发文量
59
审稿时长
60 days
期刊介绍: Research in Transportation Economics is a journal devoted to the dissemination of high quality economics research in the field of transportation. The content covers a wide variety of topics relating to the economics aspects of transportation, government regulatory policies regarding transportation, and issues of concern to transportation industry planners. The unifying theme throughout the papers is the application of economic theory and/or applied economic methodologies to transportation questions.
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