Abstract:

This study aims to explore the drivers and barriers for the adoption of gamification to support local administrators in the implementation of Positive Energy Districts (PEDs), with a specific focus on the Italian context. In recent years, the concept of PEDs has gained traction as a way to promote sustainable and clean energy practices. Indeed, PEDs are highly energy-efficient districts that generate a net surplus of renewable energy while ensuring affordable housing for residents. Not only do these districts help reduce carbon emissions, but they also play a critical role in the transition to a less carbon-dependent society. However, local administrators and planners wishing to implement PEDs often face challenges and lack clear guidance and reference points for designing and evaluating these districts. In response to this need, one of the main objectives of the Positive RObust PEd Localities (PROPEL) project is to develop a gamified learning application specifically tailored to provide practical insights and user-friendly tools for local administrators who are willing to engage in the PED design process. The concept of gamified learning, defined as the use of game elements in educational settings to increase learners’ motivation, engagement and outcomes, has been implemented in various disciplines and at different levels of education, including education and training on topics related to energy efficiency and sustainability. However, what might be the drivers and barriers to the adoption of gamification among the specific target audience of local administrators involved in the implementation of PEDs? To answer this question, this study used a qualitative approach, involving in-depth interviews with Italian local administrators and PEDs experts.

The results of the study showed that the main barriers include: reluctance to accept a new way of approaching the subject; preconceptions about the effectiveness of gamified learning; and security and privacy concerns. Instead, the key drivers that could encourage the adoption of gamification include: the use of real data and a simulative approach, the level of flexibility that a gamified educational app provides, the opportunity for a more interactive and engaging educational approach.

Keywords:

Gamification, PEDs, sustainability, qualitative research.