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Mobile Augmented Reality Games Towards Smart Learning City Environments: Learning About Sustainability
Summary
This study explored how mobile augmented reality games can teach sustainability concepts, including environmental pollution from plastics, within smart city learning environments. Students who played location-based AR games showed increased awareness of environmental protection and sustainability issues. The research suggests that gamified learning tools could be effective at raising public awareness about environmental challenges including plastic pollution.
This study explores the potential of mobile augmented reality games (MARGs) in promoting sustainability competencies within the context of a smart learning city environment. Anchored in the EduCITY project, which integrates location-based AR-enhanced games into an interactive mobile app, the research investigates how these tools support Education for Sustainable Development (ESD). Employing a mixed-methods approach, data were collected through the GreenComp-based Questionnaire (GCQuest) and anonymous gameplay logs generated by the app. Thematic analysis of 358 responses revealed four key learning domains: ‘cultural awareness’, ‘environmental protection’, ‘sustainability awareness’, and ‘contextual knowledge’. Quantitative performance data from game logs highlighted substantial variation across games, with the highest performance found in those with more frequent AR integration and multiple iterative refinements. Participants engaging with AR-enhanced features (optional) outperformed others. This study provides empirical evidence for the use of MARGs to cultivate sustainability-related knowledge, skills, and attitudes, particularly when grounded in local realities and enhanced through thoughtful design. Beyond the EduCITY project, the study proposes a replicable model for assessing sustainability competencies, with implications for broader integration of AR across educational contexts in ESD. The paper concludes with a critical reflection on methodological limitations and suggests future directions, including adapting the GCQuest for use with younger learners in primary education.
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