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Sleimi N (2025) Enhancing Environmental Education through Game-Based Learning: A Literature Review and Experimental Study.

This study investigates the integration of serious games into civil engineering education to enhance understanding of sustainable water management principles. The developed game immerses students in realistic scenarios, allowing them to grapple with challenges related to water treatment, distribution, and infrastructure planning. Through interactive decision-making, players learn the consequences of their choices on water resources and environmental impact. Preliminary assessments reveal increased engagement and knowledge retention compared to traditional teaching methods. The serious game not only provides a dynamic learning experience but also encourages a proactive mindset toward sustainable water solutions. This research contributes to the evolving field of serious games in education, demonstrating their potential to instill a deeper appreciation for sustainable practices in the next generation of civil engineers.

In the landscape of Civil Engineering Education, a transformative wave is sweeping through classrooms with the integration of game-based learning, providing an engaging avenue to impart knowledge and skills crucial for sustainable water management. As concerns surrounding water scarcity and environmental impact heighten, the demand for effective educational tools becomes increasingly pressing. Traditional teaching methods often struggle to offer students immersive experiences that mirror the complexity of real-world scenarios. (GBL) Game-based learning, using interactive simulations designed for educational purposes, emerges as a promising solution to bridge this pedagogical gap. In the face of global water challenges, civil engineering programs must adapt to incorporate innovative approaches.
Water resources are essential for every development activity, not only in terms of available quantity but also in terms of quality. Rapid urbanization, population growth, and changes in rainfall patterns have intensified the demand for sustainable water practices. Water scarcity in Africa is predicted to reach dangerously high levels by 2025, affecting up to two-thirds of the global population. Wastewater, once undervalued, is now recognized as a viable resource, offering economic and environmental benefits when managed sustainably.
Civil Engineering Education has historically relied on traditional methods, which often fail to fully engage students or address the complexities of sustainability. Game-based learning offers a compelling alternative, interactive, immersive, and contextually relevant. While GBL has been applied in various educational domains, its use in Civil Engineering Education, especially related to sustainable water management, remains underexplored.
This study investigates the integration of serious games into Civil Engineering Education to enhance understanding of sustainable water management principles. The game immerses students in realistic scenarios, allowing them to confront water treatment, distribution, and planning challenges. Through interactive decision-making, players learn about the environmental impacts of their choices. The paper presents both a literature review and original research involving the design, implementation, and validation of a GBL module.

Research Objective:
This research aims to evaluate the effectiveness of game-based learning in enhancing knowledge acquisition, decision-making, and student engagement in sustainable water management education for civil engineering students.

Research Design
This study adopts a mixed-methods approach, combining quantitative and qualitative data to assess the impact of Game-Based learning (GBL) on sustainable water management education. The experimental design includes both pre- and post-intervention assessments.

Participants:
A total of 30 undergraduate civil engineering students participated in the study. Participants were selected using purposive sampling.

Procedure:
The experimental group engaged in a GBL session involving a custom-designed game focused on water distribution, pollution control, and efficiency strategies. The control group received the same content through traditional lectures.

Assessment Tools:

Quantitative Analysis: Knowledge gain was measured using pre-/post-tests. Statistical analysis was conducted using one-way ANOVA to compare mean score improvements between the GBL and traditional groups.

Qualitative Analysis: Students completed open-ended surveys exploring their engagement, learning experience, and perceptions of the game.

Game-based learning
Serious games have been experimented with as a tool for sustainability education at various levels, for different topics and learning targets. They have been developed and experimented with for primary school children [31], high school [28,32], and university students [29,33]. Hereafter, we will discuss the potential role and experimentation of game-based learning in learning approaches, different educational topics, and assessment methods. GBL is a contemporary and innovative educational strategy that introduces interactive simulations to enhance learning experiences. Widely successful in various domains, especially in engineering studies. It offers the potential to revolutionize Civil Engineering Education. Success stories from other fields highlight its adaptability and effectiveness. Games have always played an important role in human life and in fields such as education. Using educational games as teaching tools makes the learning process more enjoyable, impactful, and unlocks complexity, which in turn makes the learners more receptive to the messages or information.

Among the different types of games, tabletop(board games), in particular, are an observed human practice that goes back to around 3000 BCE in pre-dynastic Egypt, where they played an important role in society. Tabletop games are easy to transport, easy to learn, environmentally friendly, and less expensive to produce; further, they foster easy communication and transmission of knowledge or skillset. Tabletop or board games have been used on many topics in the architecture, engineering, and construction industry, including simulation of the building engineering tender process, urban sustainable development learning, and resource practices. Game-based learning involves the comprehensive application of Serious Games (SG) to achieve predefined learning objectives [22,23]. It serves as a supportive tool for problem-based learning (PBL), presenting intricate challenges to players who collaborate as problem solvers in small groups, while educators assume a facilitative role [28]. Beyond traditional teaching methods, games actively engage students in discussions and conceptual exploration, fostering an environment conducive to active learning [24].

Games, whether digital or analog, have the potential to enhance social and cultural interactions, promoting the development of argumentation skills and collaborative learning [26,19]. They contribute significantly to cultivating creative problem-solving skills [19]. Digital games, in particular, offer real-time feedback, facilitating by providing opportunities for educators to offer explanations [24]. However, this immediacy might lead to fewer in-depth conversations compared to traditional PBL, potentially impacting student motivation [28].

The dynamics differ in the case of analog games, in the game category, and specific design, with some Serious Games intentionally designed to encourage meaningful conversations [25]. Despite analog games being investigated in various works [29,19], discussions on game-based learning predominantly revolve around digital games [28,21]. Consequently, there exists a notable research gap concerning analogous reflections on game-based learning and its relationship with other learning approaches.

Problem Based-Learning analysis and methodology of The Game

The research design for the Game-Based Learning (GBL) intervention in water management practices adopts a problem-based learning (PBL) approach, drawing inspiration from successful models like the Senior Game of Medical education. The essence of PBL lies in presenting the learner with a real-world problem before formal learning commences, with the learning process driven by the pursuit of problem-solving.

The methodology for our Game-Based Learning (GBL) intervention, dedicated to tackling water management challenges, embraces a dynamic approach applicable to both analog and digital game frameworks. Within this framework, players utilize engineering cards and function cards to execute various strategic actions, face challenges, and implement diverse water management solutions, practices, technologies, or strategies. This inclusive educational design ensures a versatile learning experience that caters to different preferences and settings. In our scenario, the GBL involves a game where players assume the role of water management investigators faced with pressing issues. The game structure follows a three-mission format, each mission presenting the player with a specific problem related to water management practices. For instance, one mission may revolve around addressing water pollution in urban areas, while another might focus on optimizing the water system in arid regions. To elucidate, let's take the example of the mission.

Mission Example: Optimal Water Use in Building Management

Figure 1. Research, Development, and Game Design Framework

This figure shows the structure of the game-based learning intervention, including problem identification, engineering integration, and scenario-based learning. It illustrates how civil engineering challenges are embedded into gameplay to develop problem-solving skills.

Problem Identification:
Players encounter authentic water management challenges in the form of problem-based learning in both analog and digital settings, such as water scarcity, water use and consumption, water pollution, or inefficient distribution systems. Each problem scenario reflects actual challenges faced by water management professionals.

Engineering Solutions Integration
Engineering practices and solutions are seamlessly integrated into the game, guiding players to devise strategies based on established water management practices. Players utilize engineering cards and function cards to implement a wide array of water management solutions.

Game Structure
The game is structured into missions to drive engagement and motivation, learning assessment, and each mission represents a distinct civil engineering water management challenge. Engineering concepts are interwoven into the gameplay, prompting players to apply their knowledge through the use of cards.

Scenario Setup
In this mission, players step into the shoes of water efficiency consultants tasked with optimizing water use in a large urban building complex. The scenario presents challenges related to inefficient water distribution, high consumption rates, and the need for sustainable water practices. By intertwining engineering solutions seamlessly into the fabric of our GBL methodology, we ensure that players not only grasp theoretical concepts and information but also develop the practical skills necessary to engineer effective solutions for real-world water management challenges.

Engineering Decision-Making
Assessment of Water Systems: Players analyze the existing water systems within the building complex, considering factors such as plumbing infrastructure, water fixtures, and usage patterns.
Implementation of Water-Saving Technologies: Players employ engineering cards to propose and implement water-saving technologies, such as low-flow faucets, smart irrigation systems, and water recycling mechanisms.
Behavioural Change Initiatives: Function cards introduce challenges related to occupant behaviour. Players strategize using function cards to implement educational programs, encouraging water conservation practices among building occupants.

Monitoring and Evaluation

Real-time Monitoring: The game includes a monitoring system, which allows players to observe water usage patterns, identify potential leaks, and assess the impact of their implemented solutions.

Resource Allocation: Players must judiciously allocate resources, balancing the costs of implementing new technologies with potential water savings and environmental impact.

Mission Conclusion and Learning Outcomes:
Performance Assessment: The mission concludes with a performance assessment, measuring the efficiency of players' decisions in optimizing water use within the building complex.
Learning Outcomes: Participants gain insights into the complexities of water management in urban buildings, applying engineering solutions to enhance efficiency. The mission emphasizes the importance of a holistic approach, considering both technological upgrades and behavioural changes for sustainable water use. Players develop decision-making skills, collaborative experience to overcome challenges, and understanding of the trade-offs between various engineering solutions and their implications on water conservation practices.

Feedback and Reflection: Players interact and receive feedback from each other, their overall performance, encouraging reflection on the strategies employed during the mission and beyond the game. Therefore, post-mission discussions explore the real-world applicability of the engineering decisions made within the game, fostering a deeper understanding of water management practices and shifting the whole mindset of sustainable civil engineering stewardship. This mission not only provides a hands-on experience in addressing water use challenges in building management but also underscores the interdisciplinary nature of water management, requiring a combination of engineering expertise, behavioural insights, and sustainable practices for effective solutions.

Figure 2. Balanced Triangle from Bogardi et al. (2013)

This diagram highlights the interaction between human society, engineering, and natural ecosystems in water resource management. It supports the theoretical foundation for integrating sustainable principles in Civil Engineering Education.

Description of the Experiment and Validation of the Game

The experimentation and validation of the Game-Based Learning (GBL) approach with a problem-solving focus in the context of water management challenges for civil engineering practices involves a meticulous process, taking into account time management constraints, language alignment across multiple countries, and adaptability to cultural diversity.

Experimental Design: Time Management: The experimentation is structured to fit within a 45-minute timeframe, ensuring that the learning experience is concise and effective. Each stage of the game is strategically designed to maximize engagement and knowledge acquisition within the allotted time.

Language Alignment and Cultural Diversity: The game content is meticulously crafted to align with language nuances across multiple countries, fostering inclusivity and understanding. Cultural diversity is considered in the game scenarios, ensuring relevance and resonance with participants from different cultural backgrounds.

Validation Method: Assessment Tool: Similar to the green building exam used in a previous study, a comprehensive assessment tool is employed to measure the learning effect of the GBL approach in water management challenges. The assessment includes various components, aligning with civil engineering practices and problem-solving skills.

Scoring and Data Collection: Scores are collected from participants who engage in the GBL approach and are compared against a control group utilizing traditional learning methods. The scoring system, similar to the green building exam, allows for a quantitative assessment of learning outcomes.

Validation Results: Data Analysis: Statistical analysis, via a one-way ANOVA, is conducted to compare the results of the GBL group with the traditional learning group. The aim is to ascertain the significance of learning effectiveness for students in the GBL group.

Learning Effectiveness: Results are expected to reveal a significantly higher learning effectiveness in the GBL group, consistent with the theory proposing that game-based education enhances motivation and learning. The assessment includes open-ended questions, mirroring real-world problem-solving challenges in civil engineering practices.

Theory Consistency: The results will be analyzed in the context of Keller's theory, affirming that the use of games in education not only improves motivation and learning but also enhances problem-solving abilities.
Effectiveness of GB Game: The findings will indicate whether the Game-Based Learning approach, designed for water management challenges, is a valid and effective instructional tool for civil engineering students.

Table 1. Learning Outcomes: Game-Based Learning vs. Traditional Method

(This table compares the effectiveness of game-based learning and traditional teaching methods through student score data. It shows improved performance and engagement in the game-based learning group.)

*Note: The traditional method’s average score (11.4) is from a control group using standard teaching. This comparison shows higher learning gains in the game-based learning group.

Educational Significance: Implications of the study extend to the broader educational landscape, emphasizing the potential of GBL in fostering problem-solving, critical thinking, creativity-based learning, management, and sustainability awareness and attitudes in engineering solutions, constructive alignment skills, and knowledge acquisition in civil engineering education that the game could support.
 

Table 2. System effectiveness and analysis

In the Discussion section of our paper on Game-Based Learning about Sustainable Water Management in Civil Engineering Practices. Academic institutions - schools and different levels of educational organizations- are increasingly required to prepare future practitioners to face complex global challenges. The need to foster the development of different skills, attitudes, and multidisciplinary collaboration raised the interest in alternative learning approaches. We meticulously interpret the results in light of the original hypothesis. The findings not only align with the hypothesis but also provide valuable insights into the effectiveness of the game-based learning approach. The relationship between the results and the hypothesis is clear, demonstrating that the strategic tabletop game successfully enhances learning outcomes in the context of sustainable water management for civil engineering practices. By integrating our results with previous studies, we offer a comprehensive understanding of the observed phenomena, highlighting the novelty and significance of our approach. The implications of our study extend to both theory and practice, suggesting that game-based learning can be a potent tool for promoting engagement and knowledge acquisition in water management education. Furthermore, our discussion provides recommendations for future research, emphasizing the need for ongoing refinement of game systems to strike an optimal balance between instructional and recreational purposes. In summary, this paper study not only adds value to the existing literature but also underscores the potential of game-based learning in addressing critical challenges in Civil Engineering Education.

Figure 3. Civil Engineering Perspective in Water Landscape (developed by Author)

This visual represents how game-based learning aligns with key civil engineering themes such as sustainability, infrastructure, and water efficiency. It emphasizes the relevance of the game to real-world applications.

In this study paper, Game-Based Learning about Sustainable Water Management in Civil Engineering Practices signifies a pivotal step towards innovative and engaging educational models in the field. As the global challenges of water scarcity and environmental sustainability become increasingly paramount, our study aimed to bridge the gap between traditional teaching methods and modern learning methods. By designing and implementing a strategic tabletop game, we sought to create a dynamic learning environment where players could acquire knowledge about complex educational topics and multidisciplinary fields of civil engineering, as we take sustainable water management while actively participating in the game. Our assessments, mirroring the ARCS motivation test, revealed promising results. Participants exhibited strong motivation, curiosity, reflection, and suggested diverse topics and engineering themes, so that the game not only provided practical and entertaining content but also stimulated attention and interest in water management practices. Moreover, the exam results indicated that the experimental group outperformed the control group, emphasizing the effectiveness of game-based learning over traditional methods for the same material. While acknowledging the success of this innovative tool model, as the development of multiple facilitation technologies, we recognize the need for continuous improvement, addressing civil engineering sectors like waste management, energy, materials, and structural challenges, in order to enhancing interactivity among players and refining rules for optimal balance between instruction and recreation. This study advocates for the integration of games as a valuable and impactful tool to aid augment educational practices, curriculum development, and the broader field of engineering and science education. In an era marked by digital ubiquity, the potential for delivering game-based education, including topics like sustainable water management, through different technology models offers a promising avenue for widespread dissemination and accelerated awareness. Utilize augmented reality for students to explore their surroundings as virtual surveyors. They learn about measurements, mapping, and the role of surveying in civil engineering while navigating through an interactive and educational experience.

We also investigate the product life cycle of game based learning to support risks and opportunities awareness in decision-making and minimize the carbon footprint of GPL. This highlights the potential use of the game in education for different programs as a tool to boost students' interest, intelligence, and collaborative learning. Nevertheless, positive and interesting insights emerged from the students' reflections and professionals in the engineering. We also identified possible advantages of playing the game deriving from insights from observations during the sessions. Hence, we suggest that the game could be an effective tool if contextualized and integrated with additional information and activities before and after sessions, as well as different teaching approaches and programs for different age categories. However, future work is needed to confirm this hypothesis. For the students who are less familiar with the civil engineering field, or less interested in learning about those aspects in industrial strategic and operational decision-making, before the game sessions and activities could be beneficial to better understand the objectives and mechanisms.

Moreover, this work involves mixed groups to assess how the game could support discussions, especially regarding trade-offs. Here we summarize the lessons learned and future directions:

• Future tests to assess how the game experience and learning outcomes relate to the players' success in the session and how they may change after playing multiple times

• Future works involving mixed audiences in the same game session to investigate further the collaborative potential of the game

• A comparison with a traditional PBL approach (e.g., a workshop)

• A PBL group task following the game session to assess its impact on collaborative skills

• Future tests to assess learning objectives before and after the game session

• Future tests to assess the impact of the gaming experience on the learning outcomes by comparing different player teams

• Future works using other assessment methods, including summative and teacher assessments, involving more students

• The game can be improved based on the evaluations and feedback from the study participants.

These aspects should be discussed across programs and departments through collaborations and partnerships implementations, to see how game-based learning tools could be shared and beneficial, and at the same time differentiated and unique. For instance, while playing the game can be an occasion for collaborative learning, its aim could also be adapted (e.g., setting different goals). This opens up to a possible collaborative game re-design. A common effort would also help to maximize the tools' effectiveness and prevent negative outcomes.

Acknowledgements
The author is appreciative of the valuable reviews of contributors and comments, and also appreciates the Dr Assistant professor, who helped to improve the clarity and focus of this paper. The author is also grateful to the students, children who experimented with those approaches in multiple samples and prototypes in analog and digital way.

Author Contributions

Conceptualization, N.S. methodology, N.S.; formal analysis, N.S. and N.S.; writing—original draft preparation, N.S.; writing—review and editing, N.S. and I.S. All authors have read and agreed to the published version of the manuscript —Final review, N.S. and Katherine Lorne;

Funding

This research received no funding yet.

Institutional Review Board Statement:

This study was reviewed and approved by an Institutional Review Board composed of three research board contributors.

Reviewer 1:

The abstract presents a promising approach to integrating game-based learning strategies within Civil Engineering Education to enhance sustainable water management practices. To further develop the theoretical underpinnings of this research, it would be beneficial to draw more extensively on educational theories related to experiential learning and constructivism. By grounding the game-based learning approach in these theoretical frameworks, the paper could provide a deeper understanding of how immersive simulation experiences contribute to knowledge construction and skill development in complex, real-world scenarios. Additionally, exploring the theory of ecological literacy within the context of Civil Engineering Education could offer valuable insights into how game-based learning can cultivate a deeper understanding and commitment to sustainability principles among students.

Reviewer 2:

This abstract outlines an innovative approach to applying game-based learning in Civil Engineering Education for sustainable water management. To enhance the methodological section of the paper, a more detailed description of the game design, including the development process, gameplay mechanics, and the integration of sustainability principles, would be valuable. Clarifying the methods used to assess student engagement and knowledge acquisition, such as pre- and post-intervention surveys or qualitative feedback, would strengthen the research design. Additionally, incorporating a comparative study that evaluates the effectiveness of game-based learning against traditional educational methods in a controlled setting could provide more robust evidence of the benefits and limitations of this approach.

Reviewer 3:

The abstract proposes an engaging study on the use of game-based learning in Civil Engineering Education to promote sustainable water management. For the full paper, a clear and coherent structure will be crucial for effectively communicating the research findings. The paper should begin with an introduction that outlines the challenges in teaching sustainable water management in civil engineering and the potential of game-based learning to address these challenges. A literature review should follow, synthesizing relevant research on game-based learning, educational technology, and sustainable water management education. The methodology section should detail the design and implementation of the serious game, the participant sample, and the methods used to evaluate the effectiveness of the intervention. The results section should present the findings related to student engagement and knowledge acquisition, followed by a discussion that interprets these findings in the context of educational theory and practice. The conclusion should summarize the key insights, discuss the implications for Civil Engineering Education, and suggest directions for future research in game-based learning for sustainability education.

Conflicts of Interest: The authors declare no conflict of interest.

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