Technology-enhanced learning environments are increasingly designed to promote not only knowledge acquisition but also affective and behavioral changes. This study explored how digital game-based learning (DGBL), combined with the Stage Model of Self-Regulated Behavioral Change (SSBC), can support such transformation. Focusing on environmental literacy as a target domain, fifty sixth-grade students were assigned to either a DGBL group or a web-based learning group in a quasi-experimental design. Quantitative data were collected using literacy scales measuring knowledge, sensitivity, and attitude, while qualitative insights were gathered via interviews. Our results showed that while both groups improved in terms of environmental knowledge, the DGBL group demonstrated significantly greater gains in attitudes. The interview findings revealed that the interactive storytelling and role-playing in the game promoted emotional engagement and self-reflection, aligning with the SSBC’s predecision stage. These results highlight the potential of theory-driven digital games to foster deeper cognitive–affective learning and pro-environmental behaviors among young learners.
Tsai et al. (Sat,) studied this question.