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      ENED-GEM: A Conceptual Framework Model for Psychological Enjoyment Factors and Learning Mechanisms in Educational Games about the Environment

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          Abstract

          Based on a thorough review of psychological literature, this article seeks to develop a model of game enjoyment and environmental learning (ENvironmental EDucational Game Enjoyment Model, ENED-GEM) and delineate psychological processes that might facilitate learning and inspire behavioral change from educational games about the environment. A critically acclaimed digital educational game about environmental issues (Fate of the World by Red Redemption/Soothsayer Games) was used as a case study. Two hundred forty-nine reviews of the game from the popular gaming and reviewing platform known as Steam were analyzed by means of a thematic content analysis in order to identify key player enjoyment factors believed to be relevant to the process of learning from games, as well as to gain an understanding of positive and negative impressions about the game’s general content. The end results of the thematic analysis were measured up to the suggested ENED-GEM framework. Initial results generally support the main elements of the ENED-GEM, and future research into the importance of these individual core factors is outlined.

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          Learned helplessness in humans: critique and reformulation.

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            Encouraging pro-environmental behaviour: An integrative review and research agenda

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                Author and article information

                Contributors
                URI : http://loop.frontiersin.org/people/408634/overview
                URI : http://loop.frontiersin.org/people/347060/overview
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                28 June 2017
                2017
                : 8
                : 1085
                Affiliations
                [1]Department of Psychology, Norwegian University of Science and Technology Trondheim, Norway
                Author notes

                Edited by: Marc Glenn Berman, University of Chicago, United States

                Reviewed by: Julianne B. Herts, University of Chicago, United States; Nicole Sintov, The Ohio State University Columbus, United States

                *Correspondence: Kristoffer S. Fjællingsdal, kristoffer.fjallingsdal@ 123456ntnu.no

                This article was submitted to Environmental Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2017.01085
                5487442
                801438b8-4b57-4ee5-87a2-4e03b6b199cc
                Copyright © 2017 Fjællingsdal and Klöckner.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 03 February 2017
                : 12 June 2017
                Page count
                Figures: 1, Tables: 0, Equations: 0, References: 123, Pages: 17, Words: 0
                Categories
                Psychology
                Original Research

                Clinical Psychology & Psychiatry
                educational games,environmental games,motivation,immersion,flow,semantic memory,episodic memory,perceived behavioral control

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