Impact of 3D Virtual Worlds on Environmental Awareness Among Students

¹ Computer Engineering and Informatics Department, Patras University, Rio Campus, Rio GR26500, Greece
² Department of Information and Computing Sciences, Utrecht University, Utrecht, Netherlands

^* Corresponding author: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

This paper examines the impact of 3D Virtual World Learning Environments (VWLEs) on students’ environmental awareness, with a focus on the design, implementation, and evaluation of the GUESS platform. The platform employs gamification and immersive scenarios to replicate real-world ecological challenges, fostering experiential and collaborative learning. A mixed-methods evaluation was conducted through expert reviews, semi-structured interviews, and large-scale student testing across four European countries. Results from questionnaires and behavioral metrics indicate that the majority of participants reported an increased understanding of sustainability concepts, high levels of engagement, and strong motivation to adopt pro-environmental behaviors. Students highlighted the effectiveness of authentic problem-solving tasks and immediate feedback mechanisms, as well as the importance of collaborative interactions within the virtual world. While overall responses were highly positive, suggested refinements include improvements to the visual design and adjustments to scenario pacing. The findings demonstrate that 3D virtual worlds can serve as powerful tools for enhancing environmental competence, promoting critical reflection, and shaping sustainable attitudes among university students.