A Typology of Digital Games Focusing on Potential Contributions to Communicating United Nations Sustainable Development Goals

Main Article Content

Takuji Takemoto
Kosuke Asakura
Srivichai Nuwaree
Mayuko Mizuno
Tomoki Minami
Mahiro Muramatsu
Sota Yamamoto
Sachiyo Kamimura
Hiroko Oe


This study aims to develop a discussion framework regarding the applicability of online games in higher education institutions for enhancing the understanding of the United Nations Sustainable Development Goals. A typology of online games is discussed, and games are categorised into three types: knowledge education, survival simulation experience and urban design simulation. A quantitative method was applied in this study, with data being collected from game participants who played games of the three types. Ten game attributes were used as potential independent variables to estimate the dependent variable of the participants’ understanding of the SDGs, using structural equation modelling. The developed and verified models indicate that each type of game had a unique impact on the participants’ perceptions of the SDGs based on various factors. This information could be useful as a guide for pedagogists aiming to enhance students’ awareness and understanding of the content and contexts of specific SDGs.


Download data is not yet available.

Article Details

How to Cite
Takemoto, T., Kosuke Asakura, Srivichai Nuwaree, Mayuko Mizuno, Tomoki Minami, Mahiro Muramatsu, Sota Yamamoto, Sachiyo Kamimura, & Hiroko Oe. (2021). A Typology of Digital Games Focusing on Potential Contributions to Communicating United Nations Sustainable Development Goals. Economit Journal: Scientific Journal of Accountancy, Management and Finance, 1(3), 137-152. https://doi.org/10.33258/economit.v1i3.482


Afthanorhan, W. M. A. B. W. (2013). A comparison of partial least square structural equation modeling (PLS-SEM) and covariance based structural equation modeling (CB-SEM) for confirmatory factor analysis. International Journal of Engineering Science and Innovative Technology, 2(5), 198¬–205.
Agier, M. (2011). Managing the undesirables. Polity.
Chen, S. W., Yang, C. H., Huang, K. S., & Fu, S. L. (2019). Digital games for learning energy conservation: A study of impacts on motivation, attention, and learning outcomes. Innovations in Education and Teaching International, 56(1), 66–76.
Chen, C. Y., & Pedersen, S. (2012). Learners’ internal management of cognitive processing in online learning. Innovations in Education and Teaching International, 49(4), 363–373.
Chester, M. V., & Allenby, B. (2019). Toward adaptive infrastructure: Flexibility and agility in a non-stationarity age. Sustainable and Resilient Infrastructure, 4(4), 173–191.
Cooley, A., Nexon, D., & Ward, S. (2019). Revising order or challenging the balance of military power? An alternative typology of revisionist and status-quo states. Review of International Studies, 45(4), 689–708.
Del Cerro Velazquez, F., & Lozano Rivas, F. (2020). Education for sustainable development in STEM (technical drawing): Learning approach and method for SDG 11 in classrooms. Sustainability, 12(7), 2706.
Emmanuel, F., Penelope, A., Polyxeni, K., Ioannis, D., (2019) Factors Influencing the subjective learning effectiveness of serious games. Journal of Information Tecnology Education Research, 18, 456-457
Ghanem, S. (2020, November). E-learning in Higher Education to Achieve SDG 4: Benefits and Challenges. In 2020 Second International Sustainability and Resilience Conference: Technology and Innovation in Building Designs (51154) (1–6). IEEE.
Glasser, H., Rea, A., & Green, I. (2018). Catch: A new, SDG-Aligned learning for transformative change game. Sustainability: The Journal of Record, 11(3), 111–117.
Hanemann, U. (2019). Examining the application of the lifelong learning principle to the literacy target in the fourth Sustainable Development Goal (SDG 4). International Review of Education, 65(2), 251–275.
Helsper, E. J., & Eynon, R. (2010). Digital natives: where is the evidence? British educational research journal, 36(3), 503–520.
Jarvis, P. (2020). Environmental technology for the sustainable development goals (SDGs), Environmental Technology, 41(17), 2,155–2,156.
Karampiperis, P., Lin, T., Sampson, D. G., & Kinshuk. (2006). Adaptive cognitive‐based selection of learning objects. Innovations in Education and Teaching International, 43(2), 121–135.
Kummitha, R. K. R. (2018). Entrepreneurial urbanism and technological panacea: Why Smart City planning needs to go beyond corporate visioning? Technological Forecasting and Social Change, 137, 330–339.
Mace, G. M., Barrett, M., Burgess, N. D., Cornell, S. E., Freeman, R., Grooten, M., & Purvis, A. (2018). Aiming higher to bend the curve of biodiversity loss. Nature Sustainability, 1(9), 448–451.
Miyan, M. Z. (2017). Hygiene awareness through digital-game-based learning. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(8), 67–73.
Noroozi, O. (2018). Considering students’ epistemic beliefs to facilitate their argumentative discourse and attitudinal change with a digital dialogue game. Innovations in Education and Teaching International, 55(3), 357–365.
Park, W. (2011). Contribution of online business games to production and sales management capabilities. Development Engineering, 31(1), 59-66
Phillips, R., Troup, L., Fannon, D., & Eckelman, M. J. (2017). Do resilient and sustainable design strategies conflict in commercial buildings? A critical analysis of existing resilient building frameworks and their sustainability implications. Energy and Buildings, 146, 295–311.
Poortinga, W., Jones, N., Lannon, S., & Jenkins, H. (2017). Social and health outcomes following upgrades to a national housing standard: a multilevel analysis of a five-wave repeated cross-sectional survey. BMC public health, 17(1), 1–15.
Rossano, V., & Calvano, G. (2020) Promoting Sustainable Behavior Using Serious Games: SeAdventure for Ocean Literacy, IEEE Access, 8, 196,931–196,939.
Saitua-Iribar, A., Corral-Lage, J., & Peña-Miguel, N. (2020). Improving Knowledge about the Sustainable Development Goals through a Collaborative Learning Methodology and Serious Game. Sustainability, 12(15), 61–69.
Sánchez-Mena, A., Martí-Parreño, J., & Aldás-Manzano, J. (2019). Teachers’ intention to use educational video games: The moderating role of gender and age. Innovations in Education and Teaching International, 56(3), 318–329.
Sierra, J. (2020). The importance of simulation in teaching and learning economics: The students’ perspective. Innovations in Education and Teaching International, 57(5), 521–531.
Merry N. S., Stasiak K., Shepherd M., Frampton C., Fleming T., & Lucassen F. M. (2012). The effectiveness of SPARX, a computerised self-help intervention for adolescents seeking help for depression: randomised controlled non-inferiority trial. BMJ. https://doi.org/10.1136/bmj.e2598
Knox M., Lentini J., Cummings Ts, McGrady A., Whearty K., & Sancrant L. (2011) Game-based biofeedback for paediatric anxiety and depression, Ment Health Fam Med, 8(3),195–203.