Visualizing climate change through LIFE-AMDRYC4: a VR mobile-based video game to educate adult audiences on sustainable agricultural practices

References

• 4p1000 (2018). Welcome to the “4 per 1000” Initiative. Retrieved from https://www.4p1000.org/
   Google Scholar
• Barreteau, O., Le Page, C., & Perez, P. (2007). Contribution of simulation and gaming to natural resource management issues: An introduction. Simulation & Gaming, 38(2), 185–194. https://doi.org/10.1177/1046878107300660
   Google Scholar
• Bellotti, F., Kapralos, B., Lee, K., Moreno-Ger, P., & Berta, R. (2013). Assessment in and of serious games: An overview. Advances in Human-Computer Interaction, 2013, 1–11. https://doi.org/10.1155/2013/136864
   Google Scholar
• Bernhaupt, R. (2010). Evaluating user experience in games: Concepts and methods. New York: Springer Publishing.
   Google Scholar
• Chyung, S. Y., Kennedy, M., & Campbell, I. (2018). Evidence-based survey design: The use of ascending or descending order of Likert-type response options. Performance Improvement, 57(9), 9–16. https://doi.org/10.1002/pfi.21800
   Google Scholar
• Henry, N. J. (2018). A cost-effective workflow for depicting landscapes in immersive virtual environments. In O. Ahlqvist & C. Schlieder (Eds.), Geogames and Geoplay. Game-based approaches to the analysis of geo-information (pp. 177–194). Springer.
   Google Scholar
• Khaled, R., & Vasalou, A. (2014). Bridging serious games and participatory design. International Journal of Child-Computer Interaction, 2(2), 93–100. https://doi.org/10.1016/j.ijcci.2014.03.001
   Google Scholar
• Keusch, F., & Yang, T. (2018). Is satisficing responsible for response order effects in rating scale questions? Survey Research Methods, 12(3), 259–270. https://doi.org/10.18148/srm/2018.v12i3.7263
   Web of Science ®Google Scholar
• Knol, E., & De Vries, P. W. (2011). EnerCities–A serious game to stimulate sustainability and energy conservation: Preliminary results. eLearning Papers (25). Retrieved from https://ssrn.com/abstract=1866206
   Google Scholar
• Kolb, D., Kurtz, W., Weismüller, J., Ramm, A. v., Ludwig, R., & Kranzlmüller, D. (2018, September 5–7). Visualization of climate simulation data in virtual reality using commercial game engines. In Enviroinfo 2018. https://doi.org/10.5282/ubm/epub.71909
   Google Scholar
• Kolek, L., Šisler, V., Martinková, P., & Brom, C. (2021). Can video games change attitudes towards history? Results from a laboratory experiment measuring short-and long-term effects. Journal of Computer Assisted Learning, 37(5), 1348–1369.
   Google Scholar
• Lee, J. J., & Hu-Au, E. (2021). E3XR: An analytical framework for ethical, educational and Eudaimonic XR design. Frontiers in Virtual Reality, 2, 135. https://doi.org/10.3389/frvir.2021.697667
   Google Scholar
• LIFE AMDRYC4 (2020). LIFE project. Retrieved from http://lifeamdryc4.eu/en/life-project/
   Google Scholar
• Martínez-Rodríguez, F. M., & Fernández-Herrería, A. (2022). Huerto Alegre: An ecocentric socio-educational experience as a critical practice of education for sustainable development. Australian Journal of Environmental Education, 38(2), 138–151. https://doi.org/10.1017/aee.2021.8
   Web of Science ®Google Scholar
• McInerney, P., & Maurer, F. (2005). UCD in agile projects: Dream team or odd couple? Interactions, 12(6), 19–23. https://doi.org/10.1145/1096554.1096556
   Google Scholar
• McMahan, A. (2013). Immersion, engagement, and presence: A method for analyzing 3-D video games. In M. J. P. Wolf & B. Perron (Eds.), The video game theory reader (pp. 89–108). Routledge.
   Google Scholar
• Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: A systematic review of the research. Environmental Education Research, 25(6), 791–812. https://doi.org/10.1080/13504622.2017.1360842
   Web of Science ®Google Scholar
• Murray, J. H. (1997). Hamlet on the holodeck: The future of narrative in cyberspace. MIT Press.
   Google Scholar
• Patchen, L., Ellis, L., Ma, T. X., Ott, C., Chang, K. H., Araya, B., Atreyapurapu, S., Alyusuf, A., & Lanzi, R. G. (2020). Engaging African American youth in the development of a serious mobile game for sexual health education: Mixed methods study. JMIR Serious Games, 8(1), e16254. https://doi.org/10.2196/16254
   PubMed Web of Science ®Google Scholar
• Raybourn, E. M., Stubblefield, W. A., Trumbo, M., Jones, A., Whetzel, J., & Fabian, N. (2019). Information design for XR immersive environments: Challenges and opportunities. In J. Chen & G. Fragomeni (Eds.), Virtual, Augmented and Mixed Reality. Multimodal Interaction. HCII 2019. Lecture Notes in Computer Science (11574). https://doi.org/10.1007/978-3-030-21607-8_12
   Google Scholar
• Schneider, J., & Schaal, S. (2018). Location-based smartphone games in the context of environmental education and education for sustainable development: Fostering connectedness to nature with Geogames. Environmental Education Research, 24(11), 1597–1610. https://doi.org/10.1080/13504622.2017.1383360
   Web of Science ®Google Scholar
• Schneider, J., Schaal, S., & Schlieder, C. (2020). Integrating simulation tasks into an outdoor location-based game flow. Multimedia Tools and Applications, 79(5–6), 3359–3385. https://doi.org/10.1007/s11042-019-07931-4
   Web of Science ®Google Scholar
• Stanney, K. M., Nye, H., Haddad, S., Hale, K. S., Padron, C. K., & Cohn, J. V. (2021). eXtended reality (XR) environments. In G. Salvendy & W. Karwowski (Eds.), Handbook of human factors and ergonomics (pp. 782–815). John Wiley & sons. https://doi.org/10.1002/9781119636113.ch30
   Google Scholar
• UNESCO (2009). Education for sustainable development and climate change. Policy Dialogue (4). Retrieved from http://unesdoc.unesco.org/images/0017/001791/179122e.pdf
   Google Scholar
• UNESCO (2017). Changing minds, not the climate: The role of education. UNESCO. Retrieved from https://en.unesco.org/system/files/private_documents/2571_18_e_depliant_cop24_cce_web.pdf
   Google Scholar
• Universidad de Murcia (2021a). LIFE AMDRY C4 (Android). Google Play. Retrieved from https://play.google.com/store/apps/details?id=com.UMU.LIFEAMDRYC4
   Google Scholar
• Universidad de Murcia (2021b). LIFE AMDRY C4 (IOS). App Store (Apple Store). Retrieved from https://apps.apple.com/es/app/life-amdryc4/id1540739695
   Google Scholar
• Vieira, S., Alexandre, I., & Cardoso, E. (2022, June). The child in charge: The case of child-participatory design of an environmental sustainability serious game. In IDC ‘22: Proceedings of the 21st Annual ACM Interaction Design and Children Conference (pp. 485–491). https://doi.org/10.1145/3501712.3535314
   Google Scholar
• Whitehouse, H. (2008). “EE in cyberspace, why not?” Teaching, learning and researching tertiary pre-service and in-service teacher environmental education online. Australian Journal of Environmental Education, 24, 11–21. https://doi.org/10.1017/S0814062600000549
   Google Scholar
• Wok, R. (2019). Can climate change games boost public understanding? Proc Natl Acad Sci USA, 116(16), 7602–7604. https://doi.org/10.1073/pnas.1903508116
   PubMed Web of Science ®Google Scholar
• Wu, J. S., & Lee, J. J. (2015). Climate change games as tools for education and engagement. Nature Climate Change, 5(5), 413–418. https://doi.org/10.1038/nclimate2566
   Web of Science ®Google Scholar