Game-Based Learning in Extension Education: An Assessment of the Impact on Consumer Learning and Behavior

Cristina Connolly and Stacey Stearns

Applied Economics Teaching Resources (AETR), 2024, vol. 6, issue 2

Abstract: Despite clear science-based evidence of the benefits of bioengineering, consumers hold a negative attitude toward genetic modification that has been increasing over time. As a consequence, the market for food labeled as not genetically modified continues to grow, with price premiums ranging from 10 percent to 62 percent. The mixed messaging consumers receive can cause them to doubt their own food choices and harm them economically. Extension educators are increasingly focused on developing participative activities and game-based learning that can improve Extension programming methods. We created a learning game that simulates a shopping experience. In an online survey, compared to those who viewed an Extension website providing information on genetic modification, consumers who played the game were more likely to believe they learned something and correctly answered a question regarding deceptive labeling. While those who viewed the website were more likely to accurately characterize foods as having a genetically modified version, they were also more likely to select a carrot labeled as not genetically modified, even though no genetically modified alternative exists. Our results suggest a role for game-based learning in Extension programming, though there are cost tradeoffs.

Keywords: Teaching/Communication/Extension/Profession (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:ags:aaeatr:344179

DOI: 10.22004/ag.econ.344179

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