TEACHERS' AND STUDENTS' PERCEPTIONS ON THE ADOPTION OF DIGITAL GAMES IN ENVIRONMENTAL EDUCATION
a systematic review
DOI:
https://doi.org/10.14393/BGJ-v17n1-a2026-79098Keywords:
Digital Games, Games in Environmental Education, Teachers' Perception, Students' PerceptionAbstract
Environmental Education faces growing challenges in engaging young people, especially in a technological context where attention is dispersed between social media, games, and other digital content. Traditional teaching methods sometimes fail to compete with new forms of learning, which value more hands-on experiences. In this scenario, digital games emerge as a promising solution, combining entertainment and learning in an engaging way and encouraging environmental awareness through interactivity and decision-making. This article presents a systematic review of the use of digital games in Environmental Education, using the PRISMA method to organize and synthesize research published between 2018 and 2023. The main objective is to identify trends in interest in the topic, analyze research profiles, investigate obstacles to the adoption of these games, and assess the perceptions of teachers and students regarding their use in Environmental Education activities. The review included 38 selected studies, investigating their objectives, methodologies, target audiences, validation instruments, and results. The main results indicate a growth in interest from 2020 to 2021, with most research projects developing their own digital games due to the limited availability of suitable options. Furthermore, study participants, both teachers and students, demonstrated positive perceptions regarding the use of digital games as an educational tool, highlighting the fun, immersion, and awareness-building provided by the activities. However, challenges such as infrastructure costs and the need for teacher training were identified as significant obstacles.
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