Development of ICT-Based Didactic Interventions for Learning Sustainability Content: Cognitive and Affective Analysis

Guadalupe Martínez-Borreguero, Juan José Perera-Villalba, Milagros Mateos-Núñez and Francisco Luis Naranjo-Correa
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Guadalupe Martínez-Borreguero: Department of Science Teaching, University of Extremadura, 06006 Badajoz, Spain
Juan José Perera-Villalba: Department of Science Teaching, University of Extremadura, 06006 Badajoz, Spain
Milagros Mateos-Núñez: Department of Science Teaching, University of Extremadura, 06006 Badajoz, Spain
Francisco Luis Naranjo-Correa: Department of Science Teaching, University of Extremadura, 06006 Badajoz, Spain

Sustainability, 2020, vol. 12, issue 9, 1-23

Abstract: Information and Communication Technologies (ICT) have been recognized as innovative resources for improving the teaching–learning process. The aim of this study was to design and validate ICT-based learning interventions for sustainability content from a cognitive and affective perspective. Specifically, didactic resources based on a discovery learning model, such as WebQuest and video games, have been used. The research design was of a quasi-experimental type with three groups of students who were given pre-test and post-test questionnaires. The sample was made up of 81 secondary school students, selected by means of non-probability sampling. The cognitive, behavioral, attitudinal, and emotional variables of the students were measured according to the teaching methodologies used. As a measurement instrument, a questionnaire was designed, composed of several blocks in relation to the variables under study. The results obtained reveal that ICT has a positive influence on the academic progress experienced by students, with the students who used video games obtaining better results than those who used WebQuest. The didactic interventions did not modify the attitude or the environmental behavior of the students regardless of the methodology used. Regarding emotions, it was observed that didactic interventions with ICT positively affected the emotions experienced by the students and contributed to fighting boredom.

Keywords: ICT; sustainability; secondary education; video games; WebQuest; affective domain; cognitive domain; environmental awareness (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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