Vol. 15 No. 2 (2024):
Research Article

Education for sustainable mobility in Slovenia: Using gamification to influence the travel habits of children

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Boštjan Rogelj
University of Ljubljana, Faculty of Arts, Department of Geography, Ljubljana, Slovenia
Bio
Tatjana Resnik Planinc
University of Ljubljana, Faculty of Arts, Department of Geography, Ljubljana, Slovenia
Blaž Repe
University of Ljubljana, Faculty of Arts, Department of Geography, Ljubljana, Slovenia
Mojca Ilc Klun
University of Ljubljana, Faculty of Arts, Department of Geography, Ljubljana, Slovenia
Distribution of the school districts participating in the project and students’ average travel distance to school
DOI: https://doi.org/10.48088/ejg.b.rog.15.2.081.093
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Published 2024-04-21

Keywords

  • sustainable development,
  • sustainable mobility,
  • travel habits,
  • primary school students,
  • gamification,
  • education
    • ...More
    Less

How to Cite

Rogelj, Boštjan, Tatjana Resnik Planinc, Blaž Repe, and Mojca Ilc Klun. 2024. “Education for Sustainable Mobility in Slovenia: Using Gamification to Influence the Travel Habits of Children”. European Journal of Geography 15 (2):81-93. https://doi.org/10.48088/ejg.b.rog.15.2.081.093.

Copyright (c) 2024 Boštjan Rogelj, Tatjana Resnik Planinc, Blaž Repe, Mojca Ilc Klunun

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Received 2024-02-07
Accepted 2024-04-21
Published 2024-04-21

Abstract

The ever-increasing mobility of modern society has a number of negative effects on space, the environment, health and quality of life. It is therefore crucial to raise awareness of the importance of sustainable mobility, part of which is effective and comprehensive education of children. The article presents some key findings of the Sustainable Mobility in Preschools and Primary Schools project, carried out in the period 2019–2021. We investigated whether gamified activities can change students' travel habits and whether the change in travel habits is influenced by their age. The study is based on the survey data from 28,043 primary school students (grades 1–9) across 220 schools (77.7% in rural, 22.3% in urban settle-ments). Employing paired-samples t-tests and one-way analysis of variance, the study evaluated the impact of gamified activities on travel habits. The results show that children can significantly change their travelling habits with the help of gamification. Although the greatest change in travel habits occurred during the implementation of the activity, the results suggest that more lasting effects can also be achieved.  Furthermore, younger participants displayed greater responsiveness to the gamified interventions compared to their older counterparts. This research enhances the corpus of knowledge pertaining to educational strategies for sustainable mobility by providing insights from one of the largest projects to investigate the influence of gamified activities on children's commuting habits.

Highlights:

  • More than 28,000 primary school students from 220 schools participated in the research.
  • Gamification can be used for promotion of sustainable mobility among students.
  • During the gamified activity, the share of sustainable journeys increased by 20,87 percentage points.
  • Success of gamified activities depends on the age of students.
  • Younger children were the most receptive to the gamified activities.
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