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Xiong, M., & Dossetti, A. J. (2022). Fostering Culturally Affirming College and Career Readiness. In S. Brant-Rajahn, E. Gibson, & M. Cook Sandifer (Eds.), Developing, Delivering, and Sustaining School Counseling Practices through a Culturally Affirming Lens (pp. 147-172). IGI Global.
https://doi.org/10.4018/978-1-7998-9514-5.ch008

has been cited by the following article:

• TITLE: Serious Games, Motivation, and Learning: A Study on Marginalized Youth

  AUTHORS: Annisa Hasanah, Roger C. Baars

  KEYWORDS: Environmental Learning, Marginalized Youth, Motivation, Serious Games

  JOURNAL NAME: Creative Education, Vol.14 No.13, December 28, 2023

  ABSTRACT: Marginalized youth are frequently disadvantaged in formal educational systems. In recent years, serious games have shown positive effects on learning for youth. However, the impact of serious games on learning outcomes is somewhat understudied, in particular with regards to marginalized youth. This paper explores motivation and perceived knowledge gain and skill development among marginalized youth playing the Water Champions game (a tabletop game about water and hygiene practices). The empirical study was conducted in Bogor, West Java, Indonesia. The quantitative (surveys) study examines participant motivation, driving factors to participate, and perceptions of knowledge and skills gained. Results show that, although playing the Water Champions Game had positive effects on perceived environmental learning among marginalized youth, perceived knowledge gain and skill development is not highly correlated. This paper argues that serious games could improve learning outcomes for marginalized youth, particularly those that somewhat underperform in the formal education system.