IJIET 2026 Vol.16(5): 1210-1218
doi: 10.18178/ijiet.2026.16.5.2589
doi: 10.18178/ijiet.2026.16.5.2589
Game-Based Learning to Promote Environmental Citizenship in Elementary Education
Krittin Tarin1, Sawanan Dangprasert1,*,, and Thasuk Junprasert2
1. Education Technology and Information Science Department, Faculty of Technical Education, King Mongkut’s University of Technology North Bangkok, Bangkok, Thailand
2. Behavioral Science Research Institute, Srinakharinwirot University, Bangkok, Thailand
Email: krittin.tarin@gmail.com (K.T.); sawanan.d@fte.kmutnb.ac.th (S.D.); thasuk@g.swu.ac.th (T.J.)
*Corresponding author
2. Behavioral Science Research Institute, Srinakharinwirot University, Bangkok, Thailand
Email: krittin.tarin@gmail.com (K.T.); sawanan.d@fte.kmutnb.ac.th (S.D.); thasuk@g.swu.ac.th (T.J.)
*Corresponding author
Manuscript received September 30, 2025; revised October 27, 2025; accepted December 11, 2025; published May 13, 2026
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.
Keywords—game-based learning, online game, global citizenship, environment, waste management
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—game-based learning, online game, global citizenship, environment, waste management
Cite: Krittin Tarin, Sawanan Dangprasert, and Thasuk Junprasert, "Game-Based Learning to Promote Environmental Citizenship in Elementary Education," International Journal of Information and Education Technology, vol. 16, no. 5, pp. 1210-1218, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).