368
U. Starker et al.
especially suited to the development of sustainability competencies, as it has various
connections to the SDGs, as well as regional and trans-regional issues.
Different objectives of sustainable water usage can influence each other in positive
or negative ways. To explore the interconnectedness of these aspects, a case study
has been developed, based on the concept of an educational nature trail supported by
a digital game which integrates virtual characters into the natural landscape through
the lens of the players’ smartphone. The game allows for interactive exploration of
sustainability issues discussed in the educational signage of the trail. This opens up
the players to discover the manifold relationships between the objectives of sustainable water usage. Players can apply and strengthen what they learned on the trail,
while gaining awareness for the short- and long-term repercussions of ones’ actions
within the parameters of a complex system by taking playful actions and experiencing the consequences of these actions, yet all in the “safe”, virtual environment of
the game.
The model for developing a concept for the educational nature trail and the digital
game was applied from an interdisciplinary team of students, lecturers of water economy, business psychology and applied game design. The concept was also discussed
with other actors from different sectors.
In the future, the following milestones have to be realized:
• implementation of the stations of the path and further development the game
• on-location testing and refinement of the games’ system, graphics and code
• development of a concept/measurement for sustainability competencies
• development of a training and education concept for students and external actors.
References
Abele A (1995) Stimmung und Leistung. Hogrefe, Göttingen
Artelt C (2005) Lernstrategien in der Schule. In Mandl HF (ed) Handbuch Lernstrategien. Hogrefe,
Göttingen u.a., pp 337–351
Atkinson JW (1957) Motivational determinants of risk-taking behavior. Psychol Rev 64:359–372
Bandura A (1977) Self-efficacy: toward a unifying theory of behavioral change. Psychol Rev
84:191–215
Brinkmann L et al (2018) Droppys WasSerlebnispfad—Nachhaltigkeitskompetenz interaktiv vermitteln. Poster auf der Tagung für Wirtschaftspsychologie. Hochschule Harz, Wernigerode
Boekaerts M (2007) Understanding students’ affective processes in the classroom. In: Schultz PA,
Pekrun R (eds) Emotion in education. Elsevier, San Diego, CA
Bower GH (1981) Mood and memory. Am Psychol 36:129–148
Bowlby J (1958) Über das Wesen der Mutter-Kind-Bindung. Psyche 13:415–456
Buerschaper C, Hofinger G, von der Weth R (2001) Strategisches Denken aus dem Computer? Über
den Nutzen eines Trainings allgemeiner Problemlösefähigkeiten. In: Blötz, U., Gust, M., Ballin,
D., Klabbers, J. H. G., Planspiele in der beruflichen Bildung ( Fachbuch mit CD-ROM ), Bielefeld
2001
Craik FIM, Lockhart RS (1972) Levels of processing: a framework for memory research. J Verbal
Learn Verbal Behav 11:671–684
Dörner D (1989) Logik des Mißlingens. Rowohlt, Reinbek
U. Starker et al.
especially suited to the development of sustainability competencies, as it has various
connections to the SDGs, as well as regional and trans-regional issues.
Different objectives of sustainable water usage can influence each other in positive
or negative ways. To explore the interconnectedness of these aspects, a case study
has been developed, based on the concept of an educational nature trail supported by
a digital game which integrates virtual characters into the natural landscape through
the lens of the players’ smartphone. The game allows for interactive exploration of
sustainability issues discussed in the educational signage of the trail. This opens up
the players to discover the manifold relationships between the objectives of sustainable water usage. Players can apply and strengthen what they learned on the trail,
while gaining awareness for the short- and long-term repercussions of ones’ actions
within the parameters of a complex system by taking playful actions and experiencing the consequences of these actions, yet all in the “safe”, virtual environment of
the game.
The model for developing a concept for the educational nature trail and the digital
game was applied from an interdisciplinary team of students, lecturers of water economy, business psychology and applied game design. The concept was also discussed
with other actors from different sectors.
In the future, the following milestones have to be realized:
• implementation of the stations of the path and further development the game
• on-location testing and refinement of the games’ system, graphics and code
• development of a concept/measurement for sustainability competencies
• development of a training and education concept for students and external actors.
References
Abele A (1995) Stimmung und Leistung. Hogrefe, Göttingen
Artelt C (2005) Lernstrategien in der Schule. In Mandl HF (ed) Handbuch Lernstrategien. Hogrefe,
Göttingen u.a., pp 337–351
Atkinson JW (1957) Motivational determinants of risk-taking behavior. Psychol Rev 64:359–372
Bandura A (1977) Self-efficacy: toward a unifying theory of behavioral change. Psychol Rev
84:191–215
Brinkmann L et al (2018) Droppys WasSerlebnispfad—Nachhaltigkeitskompetenz interaktiv vermitteln. Poster auf der Tagung für Wirtschaftspsychologie. Hochschule Harz, Wernigerode
Boekaerts M (2007) Understanding students’ affective processes in the classroom. In: Schultz PA,
Pekrun R (eds) Emotion in education. Elsevier, San Diego, CA
Bower GH (1981) Mood and memory. Am Psychol 36:129–148
Bowlby J (1958) Über das Wesen der Mutter-Kind-Bindung. Psyche 13:415–456
Buerschaper C, Hofinger G, von der Weth R (2001) Strategisches Denken aus dem Computer? Über
den Nutzen eines Trainings allgemeiner Problemlösefähigkeiten. In: Blötz, U., Gust, M., Ballin,
D., Klabbers, J. H. G., Planspiele in der beruflichen Bildung ( Fachbuch mit CD-ROM ), Bielefeld
2001
Craik FIM, Lockhart RS (1972) Levels of processing: a framework for memory research. J Verbal
Learn Verbal Behav 11:671–684
Dörner D (1989) Logik des Mißlingens. Rowohlt, Reinbek