Gifted Physics Students Engage with the Sustainable Development Goals Through Game-Based Learning

5E Learning Model and Game-Based Learning

The 5E learning model provides a constructivist framework consisting of the stages of “engagement, exploration, explanation, elaboration, and evaluation,” which enable students to construct conceptual understanding in a gradual manner (Bybee et al., 2006). This model is based on constructivist theory. In the literature, it is stated that the 5E learning model enhances the conceptual understanding of gifted students in contexts that require critical thinking and problem-based reasoning (Emihovich, 2024; Li & Wang, 2025). At the same time, research emphasizes that gifted students can benefit significantly from structured inquiry-based models such as the 5E learning model due to their advanced creativity and problem-solving capacities. Therefore, it is argued that the use of the 5E learning model—effective in ensuring the active participation of gifted students—in instructional content will influence their motivation and academic achievement (Bozan & Taşlıdere, 2024). In this context, studies indicate that the 5E learning model can be used in an integrated manner with various methods for students’ education (Ceylan Eliyeşil & Tuna, 2023). In the present study, it was also intended to integrate game-based learning into the 5E learning model. This is because, in the integration of game-based learning into the 5E learning model, games are utilized not only as motivational tools but also as pedagogical tools that meet the cognitive requirements of each learning phase of the 5E learning model (Bozan & Taşlıdere, 2024; Yonyubon et al., 2022). For example, during the engagement stage, the game arouses students’ curiosity about the topic by including interesting questions or by focusing on images. In the exploration stage, students who are active in the process through the game are guided without being given information directly, allowing them to construct concepts on their own. In the explanation stage, students are allowed to explain their ideas through the game, to relate their experiences to conceptual expressions, and detailed explanations of the concepts are provided to students after the game. In the elaboration stage, the knowledge learned through the game is transferred to different contexts, and students participate in more complex problem-solving processes. At this stage, games are conducted especially through the use of materials that support learning and retention. Finally, in the evaluation stage, it is intended to evaluate whether students have reached the relevant objectives through the game and to present and recognize progress concretely (Büyükkarci & Taşlidere, 2024; Schallert et al., 2022; Şeker & Aydınlı, 2021). Within this framework, studies argue that in learning environments based on the 5E learning model, students’ conceptual understanding and their attitudes toward the subject will increase (Bantaokul & Polyiem, 2022; Namgyel & Buaraphan, 2017). For example, Namgyel and Buaraphan (2017) stated that with a game-based learning process integrated into the 5E learning model, students made sense of the subject more effectively, their academic achievement increased, and their attitudes toward the course improved. Bantaokul and Polyiem (2022) stated that this process supports students in becoming more willing to learn the subject and increases their self-confidence. Other studies have argued that in this learning process, students move away from being passive recipients, can personally discover cause–effect relationships through the dynamics within the game, can concretize abstract concepts, and are provided with opportunities to gain conceptual depth (Ho et al., 2022; Scurati et al., 2023; Şeker & Aydınlı, 2021). Therefore, it is observed that studies mostly emphasize the strengths of integrating game-based learning into the 5E learning model. However, certain criticisms regarding the integration of game-based learning into the 5E learning model have also been encountered in the literature. For example, it has been suggested that integrating game-based learning into the 5E learning model may lead to problems in terms of time management and may pose risks regarding conceptual clarity (Kirschner et al., 2006). In response to the criticism concerning risks to conceptual clarity, Bybee et al. (2006) state that this issue can be resolved by incorporating direct instruction into the process during the “Explanation” stage of the 5E learning model. Regarding criticisms related to time management, it is emphasized that the effectiveness of such practices largely depends on the teacher’s pedagogical fidelity to the model and their conscious structuring of the process (Duran & Duran, 2004; Ruiz-Martín & Bybee, 2022). For this reason, integrating game-based learning into the 5E learning model is considered, within a general framework, to be a promising practice for improving gifted students’ understanding of complex concepts such as SDGs in the field of physics. Based on this theoretical foundation, the study aims to contribute to gifted students in the field of physics, establishing conceptual connections related to SDGs, making sense of abstract goals through concrete game scenarios, and structuring sustainability themes within a holistic framework.

Sustainable Development Education: Game-Based Learning

Education for sustainable development aims to provide individuals with the necessary knowledge and skills to understand the balance between environmental protection, social justice, and economic development and to adopt sustainable lifestyles (Akgül, 2020). UNESCO (2014) sees education as a critical tool in solving global challenges. In this context, it is stated that placing children at the centre of the process is essential in contributing to a sustainable future by raising their understanding. As an essential part of this process, science/physics curricula comprehensively address sustainable development and aim to promote efficient use of natural resources, environmental ethics awareness, and sustainable living habits. Programs focus on energy and sustainability, environmental problems, and sustainable cities, and aim to help students understand the relationship between the individual, society, and the environment (NGSS Lead States, 2013). It can be stated that this educational process seeks to help students develop sustainable living habits and integrate these habits into their daily lives (UNESCO, 2017; Wals, 2010). In this way, it is conceivable that the aim is not only for students to acquire knowledge but also to put it into action and contribute to a sustainable future (Tilbury, 2011). In addition, the Science and Art Centre Physics Course Framework supports sustainable development topics such as “What is Sustainability?,”“Zero Hunger,”“Clean Water and Sanitation,”“Affordable and Clean Energy,”“Industry, Innovation and Infrastructure,”“Sustainable Cities and Communities,”“Climate Action,”“Life Below Water,”“Life on Land,” and “Responsible Consumption and Production” with learning outcomes. Therefore, the constructivist approach adopted in curricula enables students to learn sustainability principles at a cognitive level (Turan & Özkan, 2025). Game-based learning reinforces students’ scientific knowledge and ability to develop solutions to environmental, social, and economic problems (Adipat et al., 2021).

Game-based learning is regarded as an effective approach that supports students’ engagement with complex sustainability issues and increases awareness of environmental, social, and economic problems (Chen & Ho, 2022; Kitamura & Ito, 2022). In contemporary approaches to education for sustainable development, increasing emphasis is placed not merely on the transmission of factual knowledge, but on the development of sustainability-oriented competencies that enable individuals to respond holistically to real-life problems (Rieckmann, 2017; UNESCO, 2017). These competencies are generally addressed within the framework of the environmental, social, and economic dimensions of sustainable development. Environmental sustainability competencies include understanding ecological systems, recognizing interrelationships within the natural environment, and developing awareness regarding the responsible use of natural resources (Tilbury, 2011). Social sustainability competencies, on the other hand, foreground relational and ethical dimensions such as collaboration, problem solving, justice, equality, and participatory decision-making processes (Rieckmann, 2017). Economic sustainability competencies are associated with the efficient use of resources, prioritization, and understanding the principles of sustainable production and consumption (UNESCO, 2017). In this context, sustainability education aims to enable students to integrate knowledge, skills, and values across these three dimensions, relate them to life beyond the classroom, and develop informed approaches to sustainability-related issues (Yalman-Polatlar et al., 2021). As a result, adopting constructivist and game-based learning approaches to sustainable development education in physics courses enables students to acquire knowledge and develop values and skills toward sustainability principles. This is considered an effective method for making them sustainable leaders of the future (Ekinci et al., 2022; Özkan, 2021).

A literature review reveals that game-based learning methods are essential in sustainable development education. It is stated that such methods make learning fun and motivating, embody complex environmental processes, and increase students’ environmental understanding (Chen & Ho, 2022; Kitamura & Ito, 2022). Shingai et al.’s (2020) study is an example of this approach. Using a simulation game developed to teach the management and biodiversity of Satoyama forests in Japan, the study showed that students gained a better understanding of long-term environmental processes. The authors emphasize that game-based learning is an effective method for students to understand long-term processes they cannot experience in real life. Similarly, Neset et al. (2020), in a study conducted with high school students in Sweden, demonstrated the potential of serious games to raise students’ understanding of climate change adaptation and SDGs. The study results showed that such games facilitate students’ understanding of the measures taken to combat climate change by increasing their knowledge of environmental processes. Jolly and Budke’s (2023) study on the Cities: Skylines game examined how education about sustainable urban planning can be supported through games. The study found that players became more aware of urban planning, infrastructure management, and the development of green energy strategies. However, it was also noted that there were some limitations, as the feedback mechanisms of the game were not specific enough toward sustainability goals. Cravero et al. (2021) reported that the design process of sustainability-themed games improved students’ knowledge acquisition and problem-solving, teamwork, and communication skills. The study stated that students involved in the game-making process had a deeper understanding of sustainable development issues and integrated the knowledge they gained in this process into their personal lives.

The board game developed by Chen and Ho (2022) stands out as an effective tool for raising understanding about SDGs. Such games enable students to understand environmental concepts more efficiently and increase their motivation to apply this knowledge daily. In addition, it is emphasized that using innovative technologies in education also increases the impact of game-based learning. For example, Hsiao and Su (2021) integrated virtual reality (VR) to support STEAM education learning SDGs. The research shows that VR-supported learning experiences increase students’ motivation and deepen conceptual learning. Similarly, Nisiotis et al. (2024) evaluated VR-based games, demonstrating how such tools can play an effective role in sustainability education processes. The “2030 SDGs” game examined by Andreoni and Richard (2024) stands out as a method to promote interdisciplinary learning. The study emphasizes that this game created a strong understanding among the participants of the interconnectedness of social, economic, and environmental goals and improved their collaboration skills. Rodrigo et al. (2022) developed “For People and Planet: An SDG Adventure,” which was similarly an effective tool in raising students’ understanding of SDGs. These studies show that game-based learning is an effective tool for teaching SDGs and raising environmental understanding. Developing educational games in both digital and traditional formats and integrating these tools into the academic curriculum will help students gain sustainability awareness. Making educational games open-access and easily usable for teachers can further increase their reach and impact (Nisiotis et al., 2024). Within this framework, the interactive, collaborative, and motivation-enhancing nature of game-based learning in existing knowledge and learning processes related to SDGs strengthens students’ cognitive and social engagement (Chen & Ho, 2022).

Purpose of the Study

This study aims to effectively convey the SDGs to new generations by integrating game-based learning into the 5E learning model. For this purpose, it was desired to help gifted physics students through games and to make teaching more effective (Bozan & Taşlıdere, 2024; Janakiraman et al., 2018). Because it is believed that SDGs can be assigned to students in a more enjoyable and motivating way through games (Shin & Rowe, 2026), in this way, it is thought that students can grasp complex concepts more efficiently and better understand the importance of SDGs. In addition, it is known that the 5E learning model is accepted as an example of the constructivist approach. Therefore, the games included in this study served not only as a motivational tool but also as a pedagogical tool that met the cognitive requirements of each learning stage of the 5E learning model (Namgyel & Buaraphan, 2017). Here, it is stated that teachers should assume a guiding and organizing role throughout the process. In this way, it can be noted that students are helped to develop their knowledge and skills. In other words, the teaching based on this model is aimed at students to reach new concepts by using their existing knowledge and to be able to express these concepts easily (Şahiner, 2022).

The study investigates whether a game-based learning model built on the 5E learning model framework can enhance gifted physics students’ understanding of the SDGs. The research questions are:

Research Model

The research was designed using a case study, one of the qualitative research methods. In the research, it was desired to examine an event, environment, situation, individual, group, and the whole system in depth (Tisdell et al., 2025). In the study, the game-based SDGs lesson plan developed based on the 5E learning model was aimed at examining gifted physics students’ knowledge in depth through drawings and written narratives before and after the implementation.

Participants

The study participants comprised 40 ninth-grade gifted physics students (21 females, 19 males) studying at the science and art center in the 2024–2025 academic year. Criterion sampling, one of the purposeful sampling methods, was used to select the participants in the study. This allows researchers to examine a particular situation or phenomenon from different angles and in detail (Fraenkel et al., 2011). This study selected the study group according to two essential criteria. Firstly, the students must have completed the “Environmental Education and Climate Change” course. The reason for choosing this criterion is that the aim of “Believing in the necessity of leaving a liveable environment to future generations by gaining sustainable development understanding,” which is included in the specific objectives of the Environmental Education and Climate Change Course Curriculum, is directly related to the subject of the study. It is assumed that students who have completed the environmental education and climate change elective course, which will be taught for 2 hr a week in sixth, seventh, or eighth grades of secondary school, have an understanding before the implementation (Cangüven et al., 2022). As a second criterion, for the study to be conducted with students who are capable of assuming leadership roles in the societal transformations required by the SDGs emphasized by the United Nations (2015), students from Science and Art Centers who had been officially identified as gifted in the field of physics were preferred.

There are various stages for these two criteria to be met by the student, as the identification process of Science and Art Centers has a multi-stage structure that extends over a large part of the academic year. First, students who are considered talented by their teachers among first, second, and third-grade primary school students are nominated. These nominated students are administered a general ability screening test. This test measures attention, logic, memory, visual perception, and problem-solving skills. Students who pass this examination are invited to an individual assessment. In these assessments, which are conducted under the supervision of official commissions established within a centralized system, intelligence tests referred to as General Mental Ability are administered to students. As a result of the individual assessment, students with an IQ score of 130 or above are identified as “Gifted/Talented Individuals” (Kurnaz & Ekici, 2020). Students who qualify to become Science and Art Center students at the primary school level and continue in the process are directed, when they reach the seventh grade, to work in depth in disciplines appropriate to their interests and abilities within the scope of the Special Abilities Development Program. This guidance is based on the student’s performance demonstrated in the previously completed Orientation, Support Education, and Individual Ability Recognition programs, as well as on multiple assessment processes. At this stage, students attend discipline-based or interdisciplinary courses offered in fields such as physics, biology, chemistry, and mathematics; thus, the student is directed to and participates in the relevant course according to their area of strength. The ninth-grade students who were included in the study voluntarily were selected from among groups who had been Science and Art Center students since primary school and who had actively attended physics courses since the seventh grade. At the same time, these students had completed the elective course Environment Education and Climate Change, taught for 2 hr per week in the sixth, seventh, or eighth grades. Therefore, in the study, Science and Art Center students studying in the field of physics were included in the study group based on the assumption that they would show a higher level of interest in SDGs and would have higher cognitive readiness in terms of analyzing abstract concepts and problem-solving.

Data Collection

This study used drawings and written narratives as data collection tools. Drawings reflect students’ imagination and perceptions and allow in-depth analysis (Rodari, 2007). Drawing helps students interpret social events and scientific concepts from their perspectives. In addition, students’ drawings reflect their thinking styles and scopes and can be used to evaluate the role of cultural and social factors (Yavuzer, 2018). In the study, considering that students’ drawings were not sufficient only for analyzing the picture, students were also asked to describe their drawings in writing. For this reason, the study used students’ drawings and written descriptions of their drawings as data collection tools. This method enriches data collection by including both visual and verbal expressions. In short, participants were asked to draw and describe their understanding of SDGs before and after the learning intervention. These visual and written narratives served as the primary data sources. No scaffolding was provided during the task to allow authentic expression.

The researchers developed and used the data collection tools before and after the implementation. Before and after the game-based SDGs teaching developed based on the 5E learning model, A4-sized papers were distributed to each student, and the question “Can you convey your thoughts about SDGs by drawing a picture?” was asked of the students. Then, the students were asked to write on the back of the paper on which they drew a picture, “Which goals did you depict in your drawing? Can you evaluate the picture you drew holistically?” In short, students were asked to create drawings for each of the 17 SDGs and provide detailed written explanations. Thus, students’ knowledge of SDGs was determined through drawing and written expression. There was no limitation on the number of drawings that the students were asked to make. In addition, the researchers gave the students no guidance while making their drawings, and the students were allowed to express their ideas freely through original drawings and narratives. Students were given 30–35 min for drawing and writing before and after the application. After completing their drawings and written narratives, the students submitted their papers to the researchers.

Implementation Process

In the implementation process of the study, a game-based SDGs lesson plan based on the 5E learning model developed by the researchers was used. In the preparation phase of the lesson plan, the literature (Bozan & Taşlıdere, 2024; Demir, 2020; Garcia I Grau et al., 2021) was first analyzed. Following the literature review, the games included in the lesson plan were structured in accordance with the 5E learning model to support students’ conceptual understanding of the SDGs. In this process, the general framework of the unit “Sustainable development and environmentally friendly technologies” included in the Environment Education and Climate Change Course Curriculum was taken into consideration, and the content of this unit was used as a guiding reference in the study. The development of sustainability-related competencies in the game-based learning process designed in the study was also supported through the environmental, social, and economic dimensions of sustainable development. Within the scope of environmental competencies, it was aimed for students to acquire knowledge regarding the responsible use of natural resources, the cause–and–effect relationships of environmental problems, and the protection of ecosystems. In the context of social competencies, students’ acquisition of knowledge related to values such as cooperation, problem solving, justice, and equality was supported through group work and shared decision-making processes. Economic competencies were addressed in line with the efficient use of resources, prioritization, and the development of an understanding of sustainable production and consumption (Rieckmann, 2017; Tilbury, 2011; UNESCO, 2017). The lesson plan developed within this framework was presented for review before implementation to three experts holding doctoral degrees in science and physics education. In addition to expert opinions, pilot feedback regarding perceptions of clarity and applicability was collected from students with a similar profile. Revisions were made to the lesson plan through this multi-stage validation process. In line with the feedback and suggestions received, both content validity and pedagogical functionality were verified through expert and user opinions, and the lesson plan was finalized.

The relationship between each game developed in the study, its function within the 5E learning model, and the sustainability competency is presented in Figure 1.

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Figure 1.

The relationship between the stages of the 5E learning model, game activities, and sustainability competencies.

The detailed content and implementation guidelines of the game activities summarized in Figure 1 are presented in Supplemental Appendix 1.

In conclusion, through game-based learning structured within the framework of the 5E learning model, the study aimed for students to develop conceptual understanding of the SDGs by experiencing them in a way that encompasses sustainability competencies (environmental, social, and economic). In this learning process, the role of the teacher is not that of an authority who directly transmits knowledge, but rather that of a guide who accompanies the process as a facilitator—organizing the learning environment, guiding the process, deepening students’ thinking through appropriate questions, supporting reflection processes, and providing structured feedback when necessary. Students, on the other hand, were positioned as active participants in the learning process; through games, they assumed roles that involved analyzing problem situations, collaborating within groups, generating alternative solutions, and discussing the sustainability dimensions of the decisions they made (Aköz et al., 2022; Scurati et al., 2023). In line with this, the intervention process was structured to support students’ active participation at each stage of the 5E learning model and was carried out within an interactive structure in which students took responsibility, made decisions, and evaluated outcomes.

Data Analysis

The drawings and written narratives obtained in the study were analyzed by content analysis. Content analysis systematically examines written, visual, and other materials. Content analysis is not only a technique used on texts. It is also used to analyze visuals such as student drawings. This inductive content analysis focuses mainly on the variety and frequency of the data and the number of times a particular speech pattern or phrase is used. In this context, the content analysis conducted in this study focused on keywords, including images, words, and nuances (Tisdell et al., 2025). The MAXQDA 24 software was used during the analysis process.

Students’ drawings, notes, and written narratives formed the basis for the development of codes, categories, and themes. In the data analysis, meaningful codes were first identified from the drawings and written narratives. Codes related to similar SDG concepts were grouped and categorized according to the 169 SDG targets. These target-based categories were then organized into broader themes aligned with the 17 SDGs. In this way, students’ knowledge and conceptual understanding of SDGs were analyzed.

In the study, a clear and systematic approach was followed in the content analysis process when matching students’ drawings and written explanations with the relevant SDGs and targets. During the process, taking the United Nations SDGs into account, codes were associated with the relevant SDG and SDG sub-target when student statements and drawings met at least one of the following conditions. The criteria below were developed in alignment with previous studies in which SDGs were analyzed through games and visual representations (Chen & Ho, 2022; Neset et al., 2020). In this context, in students’ statements and drawings:

For example, before the game-based SDGs experience based on the 5E learning model, the drawings and statements of three students were not analyzed because they did not meet the identified indicators. At the same time, three students were unable to express any ideas before the intervention and submitted blank sheets of paper. However, after the intervention, all students’ papers met the indicators and were included in the analysis. The data analysis process is explained more clearly through three examples in Figure 2 (S: Student; #: Student number).

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Figure 2.

Examples of coding based on students’ drawings and statements.

In the study, data analysis was conducted by two researchers at different time intervals. In order to ensure the validity and reliability of the researchers’ data analyses, the codes, categories, and themes were presented to three experts holding doctoral degrees in science and physics education, and each expert was allowed to conduct the coding independently for 1 month. Following this process, the inter-rater reliability between the researcher and the experts was calculated. The formula proposed by Miles and Huberman (1994) (agreement/[agreement + disagreement] × 100) was used. As a result of the calculation, the reliability coefficient was found to be 88%. In the literature, a reliability value of 70% or above is considered sufficient (Miles & Huberman, 1994). However, in order to achieve 100% agreement afterward, focus group meetings were held with the experts, and consensus was reached. In this way, the reliability of the data was ensured, and the findings were presented in the relevant section free from researcher bias.

Validity and Reliability

In this study, the validity and reliability of qualitative data were ensured through the strategies of credibility, transferability, dependability, and confirmability. In order to enhance credibility, the findings were presented in an unbiased manner, and expert opinions were consulted during the process. To ensure transferability, the context of the study was described in detail; participant characteristics, the stages of game-based instruction based on the 5E learning model, the duration of implementation, the flow of activities, data collection tools, and coding procedures were reported in detail. In addition, direct quotations from students were included. For dependability, expert opinions were consulted regarding the validity and reliability of the data. For confirmability, the research data were presented with support from the literature, and the findings were explained in detail (Yin, 1994).

Ethical Procedures

Ethical approval was obtained from the relevant ethics committee prior to the implementation of the study, and official permission was also granted by the school administration where the research was conducted. Participation in the study was entirely voluntary, and students were informed that they could withdraw from the study at any stage without any negative consequences. The game-based learning activities were designed in alignment with the existing curriculum and regular classroom practices; therefore, no physical, psychological, or social harm was anticipated. Grading or competition-based practices were deliberately avoided. Informed consent was obtained prior to data collection. Written consent was secured from parents or legal guardians, students were provided with age-appropriate information about the study, and students’ assent was obtained. Throughout the research process, the confidentiality and anonymity of all participants were ensured.

Role of the Researcher

In this study, the researchers were responsible for planning the fieldwork, conducting it, and carefully managing the data collection process. One of the researchers interacted continuously and directly with the participants as the implementing teacher. For this reason, the researchers collected detailed and reliable data regarding the research topic. Consequently, a critical influence was exerted on the robustness and validity of the research findings throughout the process (Creswell, 2007). The theoretical framework of the study was also developed through collaboration among the researchers. In this way, consensus was achieved, and progress was made in selecting the most appropriate research design and methodology for the research topic. At every stage of the study, ethical principles were prioritized, participants’ rights were respected, and their confidentiality and anonymity were protected.