Gamification is defined as the integration of game elements into non
gaming contexts. Research has shown that proposing gamified activities
to students is a promising pathway in sustainability education by
fostering emotional engagement and promoting behavioral change. This
study investigates the motivational, emotional, and collaborative
processes elicited by gamified sustainability training, designed in
alignment with Self-Determination Theory principles.
Using a sample of 28 college students, data were collected through focus
groups and self-report measures to examine how gamification addresses
basic psychological needs—autonomy, competence, and relatedness—
while enhancing emotional involvement and a sense of accomplishment.
Preliminary findings highlight gamification's potential to create a positive
learning environment, fostering both emotional engagement and
sustained motivation, which may translate into meaningful pro
environmental behaviors in daily life.