International Journal of
Information and Education Technology

Abstract

This study investigates the effectiveness of EcoChallenge, an online game-based learning intervention, in promoting environmental global citizenship among Grade 6 students. A quasi-experimental pre-test/post-test design with a control group was employed. Participants completed a learning achievement test, an environmental citizenship skills assessment (knowledge, attitudes, and behaviors), and a satisfaction questionnaire. Instruments underwent expert review and standard quality checks, with the support of the CRAFT framework in design and validation. The intervention was implemented over six weeks with structured missions (e.g., waste management scenarios) and real-time feedback. Results show statistically significant gains in learning achievement from pre-test to post-test for students using EcoChallenge, with concurrent improvements across all three domains of environmental citizenship skills. Students also reported very high satisfaction with usability, enjoyment, and motivation. A positive association was observed between academic achievement and environmental citizenship skills (r = 0.608, p < 0.001), indicating that cognitive gains and pro-environmental competencies advanced together. These findings suggest that well-designed game-based learning can operationalize Global Citizenship Education (GCE) and Education for Sustainable Development (ESD) for primary learners. Practical implications include integrating similar digital games into elementary curricula to support knowledge, attitudes, and behaviors aligned with sustainability goals. Future work should examine long-term retention and transfer, teacher facilitation strategies, and scalability across diverse school contexts.