Game-based Learning for Sustainability

Reporting processes on sustainability and, in particular, Integrated Reporting, are held to change managers’ mindset on sustainability and favour its integrative management. Therefore, teaching to university students how to report ESG aspects may contribute to build future professionals’ knowledge and skills in this field. However, teachers have to use innovative methods to engage students and train them to deal with complex aspects, such as those required by sustainability reporting. Educators strive for capturing the attention of students and engaging them in a manner that boosts their interest. In order to help teachers improve students’ learning, this study offers insights into the benefits of using a game-based approach, by testing a board game developed by the authors. The game has been designed to encourage students to apply their knowledge, engage in critical thinking, and think systematically while understanding the connections between stakeholders’ needs, company policies, risks and performance. Among a range of alternative available teaching tools, this study focuses on instructional board games and tests its effectiveness through a survey submitted to bachelor and master students. The survey analyses the key elements of the game that impact students’ perceived learning: motivation, attitude, and flow. Findings show that those three elements have a relevant impact on students’ perceived learning, that is here meant as proxy for the games’ effectiveness in preparing students to deal with sustainability reporting. Findings are of practical interest to teachers when developing educational material at all levels of education, aiming to increase student engagement and enhance their learning performance. In addition, they contribute to enrich existing scant literature on the impacts of gamification on student’s knowledge about sustainability.