Gamified Learning for Sustainability: An Innovative Approach to Enhance Hydrogen Literacy and Environmental Awareness Through Simulation-Based Education

Abstract

The transition to sustainable energy systems presents a critical challenge for the 21st century, necessitating both technological advancements and transformative educational strategies to foster awareness and knowledge. Hydrogen technologies are pivotal for decarbonization, yet public understanding and acceptance remain limited. This study introduces and evaluates a novel gamified educational framework, uniquely integrating simulation-based learning, collaborative problem-solving, and adaptive instructional scaffolding to enhance hydrogen literacy and sustainability awareness. Unlike traditional pedagogical approaches, this method actively engages learners in real-world decision-making scenarios, bridging the gap between theoretical knowledge and practical applications. This study involved adolescents aged 13–15 from two distinct educational and cultural contexts, one in Europe and one in the Middle East. A pre–post study design assessed knowledge acquisition, gamification engagement, and environmental awareness shifts. Findings reveal statistically significant improvements in technical knowledge and strong positive perceptions of gamified learning as an effective sustainability education tool across both cultural groups (Europe and the Middle East). Variations in engagement across cultural contexts suggest the need for adaptive, context-sensitive educational frameworks. While the findings indicate significant short-term knowledge gains, this study does not assess long-term knowledge retention, which remains an important area for future research. This research contributes to sustainability education by demonstrating how strategically designed gamification can foster behavioral engagement, enhance environmental literacy, and support the global energy transition agenda. This study offers a pioneering perspective on integrating interactive learning methodologies to cultivate sustainability competencies among younger generations.

1. Introduction

Climate change and the transition to more sustainable energy sources represent two of the most critical global challenges. Addressing these challenges requires innovative solutions, including educational approaches to equip younger generations with the knowledge and skills to tackle complex technological and environmental issues. Sustainability education plays a crucial role in fostering environmental literacy, energy awareness, and responsible decision-making, aligning with the United Nations’ Sustainable Development Goals (SDGs), particularly SDG 4 (quality education) and SDG 7 (affordable and clean energy).

Hydrogen is a flexible, low-carbon energy source with strong potential to reduce greenhouse gas emissions, especially in the transport sector [1,2]. Its role in the energy transition is widely recognized, with green hydrogen offering significant potential for decarbonization and long-term sustainability [3]. However, challenges remain in understanding hydrogen technologies and their supply chains, which hinders broader implementation. Key obstacles include the complexity of the subject, technological limitations, high costs, insufficient infrastructure, and low public acceptance [3,4]. Public awareness and engagement are essential for fostering the acceptance of hydrogen-based solutions, yet traditional educational methods often fail to communicate these complex concepts effectively [5,6,7].

To address these challenges, sustainability-focused education must embrace innovative pedagogical approaches that enhance comprehension. Existing research shows mixed results regarding the impact of simulation games on understanding complex topics, necessitating further empirical investigation. Nevertheless, simulation games have been demonstrated as effective tools that combine gamification and experiential learning, facilitating a deeper understanding of complex systems, such as hydrogen supply chains [8]. Despite the increasing emphasis on sustainability education, existing pedagogical models often fail to translate complex hydrogen-related concepts into engaging learning experiences [9,10,11]. This study addresses this gap by introducing a gamified approach, integrating simulation and collaborative learning to foster deep understanding and long-term engagement.

The H2Student game represents an innovative integration of simulation-based learning, collaborative problem-solving, and scaffolded instructions. The game fosters critical thinking and sustainability-related decision-making by simulating real-world hydrogen supply chain challenges. Players explore hydrogen production, transport, and storage, gaining insights into technical, economic, and environmental trade-offs.

The game bridges the gap between theoretical knowledge and practical application, offering a novel approach to understand sustainability and hydrogen technologies.

While previous studies have examined gamification in STEM education [12,13], few have investigated its effectiveness in hydrogen education. Traditional educational methods often struggle to engage students in complex technical topics, necessitating more interactive and experiential learning approaches. Moreover, limited research has compared how different cultural groups respond to gamified learning approaches in energy education. This study addresses these gaps by evaluating the impact of the H2Student simulation game on knowledge acquisition, sustainability awareness, and behavioral engagement in two distinct cultural contexts (Slovenia and the UAE). Slovenia represents a European educational system with a well-established STEM curriculum and a strong emphasis on renewable energy education [14]. In contrast, the UAE has been rapidly expanding its sustainability initiatives, including hydrogen development as part of the UAE Hydrogen Leadership Roadmap [15,16]. This comparison allows for an assessment of how different levels of prior exposure to hydrogen-related topics and educational methodologies influence the effectiveness of gamified learning. The findings provide novel insights into the adaptability of gamified education across different educational and cultural settings.

The research questions addressed by this study were as follows: how does the H2Student simulation game contribute to both technical understanding and sustainability awareness of hydrogen technologies, and how does it impact participants’ knowledge, interest, awareness, and perceptions? The primary objectives of this study were to evaluate the game’s impact on participants’ knowledge, interest, and awareness; assess its effectiveness as an educational tool for transferring complex technical knowledge; analyze differences in the game’s impact between two culturally distinct groups; and identify opportunities for improving the game in the future.

This research builds upon the foundational concept of H2Student [17], incorporating new game elements and adaptations to assess its effectiveness across different educational contexts. By addressing gaps in hydrogen-related pedagogy, this study contributes to the enhancement of interactive sustainability education. This paper is grounded in previous research that highlighted the lack of effective methods for teaching complex technological topics [18,19] and provides concrete solutions to overcome these limitations through interactive learning. Additionally, it contributes to sustainability education by demonstrating how gamified approaches can enhance cognitive and affective learning outcomes related to clean energy technologies.

Finally, this paper highlights the key contributions of this study, including an analysis of the educational impact of the game, its adaptability to diverse contexts, and the identification of critical elements for improving pedagogical effectiveness. It also explores broader implications for integrating serious games into sustainability education and fostering interdisciplinary learning experiences that bridge STEM and environmental literacy.

The remainder of this paper is structured as follows: It begins with the theoretical framework supporting the H2Student game, emphasizing how the game addresses challenges inherent in traditional teaching methods. A detailed description of the research methodology, including the game design, analytical methods, and participant groups, follows this. The Results Section presents findings on the game’s effects on participants’ knowledge, interest, and awareness, as well as differences observed between the two test environments, Slovenia and the UAE. The Discussion Section evaluates the findings relative to the research objectives and explores practical implications for future pedagogical practices. This study’s limitations and recommendations for further game development are discussed in the Conclusion Section. It also outlines the key findings and their broader implications for future research, innovative pedagogical methods, and the wider use of simulation games.

2. Literature Review

2.1. Hydrogen and Its Role in the Energy Transition

Hydrogen is a pivotal element in the global transition to sustainable energy systems, offering significant potential to reduce greenhouse gas emissions across various sectors [20,21]. Its role as an energy carrier, storage medium, and fuel for transportation, industry, and power generation further highlights its contribution to sustainability [22,23]. Particularly noteworthy is green hydrogen, which is produced through the electrolysis of renewable energy sources and generates no greenhouse gas emissions [3,20]. Its versatility enables the integration of various sectors and addresses challenges associated with the intermittent nature of renewable energy production [24].

Despite its potential, hydrogen faces significant barriers to broader adoption, including high production costs, inadequate infrastructure, and limited research [3,21]. The European Union recognizes green hydrogen as a cornerstone for decarbonizing energy systems, contributing to emission reductions and energy supply stability [25]. Its integration into existing energy infrastructures enhances the reliability of renewable sources and facilitates more efficient energy storage [26]. However, hydrogen production still heavily relies on fossil fuels, undermining its sustainability potential [27]. Costs associated with electrolysis and distribution remain key challenges [28].

In addition to production challenges, hydrogen storage and transport issues represent significant hurdles for its wider application. The hydrogen supply chain is a complex system encompassing production, storage, and distribution, playing a crucial role in the transition to a low-carbon economy, particularly in the transportation sector [29]. The transport sector shows increasing potential for hydrogen as a sustainable energy source to enable decarbonization and enhance energy security [30,31,32].

Research suggests that integrating hydrogen into multi-energy systems can optimize operational costs and infrastructure design, thereby increasing overall efficiency [15,33]. Nonetheless, challenges such as energy losses during transport and the need for robust infrastructure to support hydrogen refueling stations persist [34]. Advancing green hydrogen technologies using renewable energy sources is essential for overcoming these barriers and promoting sustainable mobility solutions [35,36].

2.2. The Need for Hydrogen Education

In addition to technical and infrastructural challenges, education on hydrogen technologies plays a pivotal role in promoting their broader adoption. Scientific research highlights significant gaps in knowledge about hydrogen technologies and their supply chains, particularly among younger generations. Traditional educational approaches often fail to adequately address complex topics such as energy systems and supply chains, hindering the development of energy literacy and critical thinking skills [37,38]. Current curricula rarely incorporate contemporary issues related to sustainable development, including hydrogen’s role, which is essential for shaping informed future decision-makers [39,40].

The complexity of hydrogen supply chains—encompassing production, storage, transportation, and utilization—necessitates multifaceted educational strategies beyond conventional teaching methods. Practical and interdisciplinary approaches are crucial to enable students to engage with and understand these topics [41]. Without such reforms, there is a risk that young people will remain insufficiently aware of their role in energy transitions and environmental responsibility, perpetuating existing knowledge gaps [37,38].

Research further underscores the importance of education and awareness in promoting the acceptance and use of hydrogen energy [42]. Technical, infrastructural, socioeconomic, and institutional challenges add further complexity to the integration of hydrogen into energy systems [43]. Gaps in evaluating social sustainability and certain phases of the supply chain also persist [44]. Public and community support is critical for the successful development of the hydrogen industry, as differing perceptions of hydrogen technologies influence the levels of support [45].

Establishing comprehensive hydrogen supply chains requires collective efforts from scientists, policymakers, industry leaders, and the public. Such collaborative efforts are essential for overcoming challenges and fostering an effective transition to sustainable energy systems [46].

2.3. Games as an Innovative Educational Tool

Gamification is a central approach to enhance the effectiveness of educational processes, as it fosters motivation, engagement, and learning through interactive elements [47,48]. In addition to enhancing motivation and engagement, gamification has been shown to improve cognitive processing and the retention of complex scientific concepts. Systematic reviews indicate that gamification fosters deeper cognitive engagement, which is crucial for mastering challenging STEM topics [12]. Research suggests that gamified learning environments can transform students’ study behaviors and increase their interaction with educational material, subsequently improving learning outcomes [49,50]. Alongside gamification, collaborative learning, activity theory, simulation games, and scaffolded learning are equally vital approaches, promoting social interaction and the gradual construction of knowledge in structured environments [12,51].

Educational games leverage multiple psychological mechanisms to enhance learning, including points-based reinforcement, competition, and scaffolded learning. According to self-determination theory (SDT), motivation is driven by autonomy, competence, and relatedness [52]. In H2Student, the team-based approach fosters relatedness, while the competitive Grand Prix feature enhances a sense of competence. The presence of points, rankings, and incentives provides extrinsic motivation, while the interactive and exploratory nature of the game supports intrinsic motivation.

Furthermore, flow theory [53] suggests that immersive game challenges lead to deeper engagement and learning retention [54,55]. In the H2Student game, scaffolded learning—where tasks gradually increase in complexity—ensures that players remain in an optimal learning zone, balancing challenge and skill. This aligns with research showing that gamified learning improves STEM (science, technology, engineering, and mathematics) education outcomes by promoting active participation and problem-solving [12,56].

Key mechanics in H2Student that enhance motivation and engagement include the following:

• Points-based reinforcement: participants earn points and rewards for completing tasks, reinforcing positive learning behaviors.
• Collaborative learning: teams work to solve problems, aligning with Vygotsky’s (1978) [57] social learning theory.
• Competitive elements: the Grand Prix finale and bonus seconds drive engagement through friendly competition.
• Scaffolded learning: challenges progressively increase in complexity, allowing participants to build on prior knowledge and skills.

These mechanisms contribute to higher engagement and knowledge retention, making gamified approaches particularly effective in complex subjects like hydrogen technologies.

In educational games, collaborative learning encourages teamwork and shared understanding. Research demonstrates that collaboration in digital games enhances critical thinking and enables more effective problem-solving [58]. Additionally, social interaction in games fosters discussions and reflection, which are crucial for the co-construction of knowledge [59,60]. Collaborative learning environments with structured scaffolding can further improve communication patterns among students.

Activity theory provides a framework for understanding interactions between participants and their environments. This framework is applied in educational games to design meaningful and contextually relevant tasks, increasing learner engagement [13]. Games combining competition and collaboration can stimulate meaningful interactions, though over-structuring these interactions may limit authentic collaboration [61].

Scaffolded learning is a fundamental component of effective educational games. Scaffolding in games can involve prompts, feedback, and structured support to assist learners in tackling complex tasks [62,63]. Research shows that games with embedded scaffolding lead to better learning outcomes than those without support [64]. For instance, scaffolding strategies in game-based learning significantly enhance problem-solving processes [62]. Moreover, teacher scaffolding during orientation and gameplay has positively influenced student learning in primary education [65]. Adaptive scaffolding, which students can tailor to their needs, promotes self-directed learning and increases motivation [66].

Simulation games allow participants to engage in realistic scenarios, such as hydrogen supply chains, enabling safe experimentation with decision-making [67,68]. These games boost motivation and enhance participants’ understanding of complex systems by visualizing and manipulating variables [69,70]. Additionally, games incorporating structured collaboration and supportive mechanisms foster the development of critical thinking, communication skills, and teamwork [56,71].

By integrating these theoretical approaches into the gamification of educational content, educators can effectively address the challenges of teaching complex concepts while enhancing student motivation and collaboration.

The H2Student game exemplifies these principles, enabling participants to explore the intricate elements of hydrogen supply chains, including production, transportation, and storage. Through realistic challenges tied to hydrogen supply chains, participants gain in-depth knowledge of these processes’ technical, economic, and sustainability aspects. The game’s emphasis on practical learning fosters collaboration, sustainability, and strategic decision-making, directly addressing key challenges in modern education. By encouraging teamwork and simulating real-world scenarios, the H2Student game facilitates a deeper understanding of the strategic trade-offs associated with sustainable technologies.

3. Materials and Methods

This study evaluates the impact of the H2Student simulation game on participants’ understanding of hydrogen supply chains, their application in transportation, and their awareness and interest in sustainability. The methodology emphasizes the game’s practical implementation and adaptability across cultural and educational contexts, focusing on detailed execution and assessment methods.

3.1. Simulation Game H2Student

H2Student is an educational simulation game that engages participants in understanding hydrogen technologies and their applications in transportation. The game connects theoretical knowledge with practical applications through interactive tasks and teamwork, promoting critical thinking and sustainability awareness.

The theoretical foundation of H2Student was initially introduced in the work by Kramar and Knez [17]. The enhanced version presented here reflects iterative testing and refinements based on feedback from educators in Slovenia and the UAE as well as hydrogen supply chain experts. Before its implementation in this study, the game underwent multiple pilot sessions to validate its structure, effectiveness, and engagement. Initial testing was conducted at the Faculty of Logistics with university students to assess the clarity of game mechanics and learning objectives. Additionally, several test sessions were carried out with high school students in Slovenia and younger students of comparable age groups. These sessions provided valuable insights into age-appropriate game difficulty and instructional design. Feedback from subject-matter experts, including professors specializing in hydrogen technologies and sustainability education, was systematically integrated into game revisions to enhance its educational impact and practical applicability. These enhancements ensure the game’s educational relevance and engagement with its target audience.

The game is structured around four key phases, each tailored to connect theoretical concepts with real-world applications.

Table 1. Phases of the H2Student game, detailing activities, objectives, and connections to hydrogen technologies.

The Phase of the Game	Description of Activities	Key Objectives	Connection to Hydrogen Technologies
Introductory Lecture	Presentation on hydrogen technologies using visual aids such as videos, diagrams, experiments, and models.	Increase baseline knowledge about hydrogen, including supply chains, sustainability, and hydrogen applications in transport.	Understanding hydrogen production, storage, and distribution. Highlighting sustainability and the environmental impact of hydrogen technologies.
Team Organization	Teams are formed; roles are assigned (production, marketing, management, supply), and workspaces are organized.	Encourage teamwork, collaborative problem-solving, and organizational skills.	Recognizing the interdependence of roles in the hydrogen supply chain. Simulating real-world collaboration in hydrogen-related industries.
Task Execution	Teams complete practical tasks, including car assembly, marketing presentations, answering quiz questions, and creating innovative designs.	Foster creativity, enhance problem-solving skills, and reinforce theoretical knowledge through practical application.	Simulating hydrogen-powered transportation systems. Addressing challenges such as supply chain efficiency, sustainability, and hydrogen’s application in real-world scenarios.
“Grand Prix” Simulation	Teams race their hydrogen-powered car models, with starting positions based on earned points during tasks.	Strengthen motivation, decision-making, and the application of learned concepts in a competitive setting.	Demonstrating the functionality of hydrogen-powered systems. Connecting technical performance with sustainability and practical applications.

outlines these phases, detailing activities, objectives, team roles, and their connections to hydrogen technologies.

Presentation of H2Student Simulation Game Rules

The Goal: The goal of the H2Student game is for teams to assemble a functioning car model from LEGO bricks, which is connected to a mobile application to test its operability. After successfully testing their vehicles, teams design the car’s appearance and prepare a promotional campaign to simulate real-world challenges of introducing hydrogen-based mobility solutions to the public. This step allows participants to apply their knowledge of hydrogen technologies in a broader context, reinforcing their understanding of key concepts such as efficiency, sustainability, and commercialization. The game is designed to ensure that all teams successfully build a vehicle and compete in the final “Grand Prix” challenge.

Bonus Seconds: During the game, teams earn bonus seconds, which improve their starting position in the final competition. Bonus seconds are awarded for completing tasks such as answering quiz questions, creating the best marketing presentation, designing the most esthetically pleasing car, and assembling the car quickly. The marketing presentation task evaluates participants’ ability to communicate key hydrogen-related concepts using predefined rubrics that assess factual accuracy, persuasiveness, and clarity. Similarly, the car esthetics task follows structured criteria that focus on innovation, thematic consistency with sustainability, and functional design choices. To ensure fairness and minimize subjectivity, these tasks were evaluated by expert moderators with a background in hydrogen technologies and sustainable design using a standardized scoring system. These tasks incorporate knowledge of hydrogen properties, its advantages and disadvantages, and key elements of the hydrogen supply chain. Quiz questions are adapted to the participants’ age group and prior knowledge, covering essential topics such as hydrogen properties, production methods, electrolysis, fuel cells, and aspects of transportation, storage, safety, and sustainability. Example questions include the following:

• “How do fuel cells work, and why are they important for hydrogen-powered vehicles?”
• “What types of hydrogen exist, and how do they differ?”
• Questions are based on an introductory lecture, allowing participants to deepen their understanding of fundamental concepts. While quiz questions reinforce knowledge retention, the game also incorporates hands-on application, decision-making, and collaborative problem-solving activities. Participants engage in assembling vehicles, optimizing performance based on real-world constraints, and presenting key hydrogen-related concepts. This structured approach is designed to support the development of conceptual understanding and applied reasoning within the scope of a short-term intervention. However, further research is needed to assess the depth and retention of these learning outcomes over time.

Teams can earn bonus seconds by assisting other teams (e.g., if a team is slow or struggles with assembly tasks). At the end of the car assembly and testing process, all bonus seconds are totaled, and the team with the most points secures the best starting position for the “Grand Prix”, where all teams compete simultaneously.

Team Organization: The game allows multiple teams (at least two), each consisting of four to six members. The number of teams depends on the space and the availability of car assembly kits. Each team selects a company name symbolizing hydrogen vehicle production and sets up a designated workspace representing their “factory”.

Teams are structured as fictional companies comprising multiple departments:

• Production Department: assembles the car model using LEGO bricks and tests its operability with the “LegoControl” app.
• Procurement Department: ensures the acquisition of necessary missing parts.
• Marketing and Sales Department: creates a promotional campaign and presents the car, emphasizing the advantages of hydrogen technologies and their sustainability aspects.
• Development Department: focuses on the car’s esthetic and sustainable design.
• Management: communicates with the game moderator, oversees task completion, and coordinates team activities.

Team members assign roles among themselves, promoting communication, organization, and teamwork. The effectiveness of task organization influences the speed of assembly and overall performance. The moderator highlights market competitiveness (between teams), fostering creativity and innovation.

Equipment: Teams receive essential resources such as LEGO bricks, batteries, and assembly instructions for building an electric car model. The game’s purpose is for teams to independently manage their resources and tasks, offering insights into challenges related to inventory management and process efficiency. The supply of LEGO bricks exceeds what is required, encouraging innovative designs and simulating inventory management challenges. The moderator guides teams in organizing their resources efficiently, emphasizing the importance of speed and effective task execution. This process simulates inventory management and highlights storage challenges in supply chains.

Due to time constraints and technical complexity, the game uses electric vehicles instead of hydrogen-powered ones. The moderator explains that hydrogen cars are essentially electric vehicles powered by electricity generated from fuel cells, ensuring that the simulation remains educationally relevant.

In addition to LEGO bricks and batteries, visual aids such as fuel cell models, hydrogen vehicle prototypes, and LEGO models are provided to deepen participants’ understanding of hydrogen technologies.

Game Process: the game begins when the procurement department correctly answers the first hydrogen-related question and obtains the car assembly instructions.

Tasks during the game include the following:

• Teams answering additional questions posed by the moderator to earn bonus seconds. After collecting all responses, the moderator provides feedback and elaborates on the topic, enhancing the educational impact.
• Simulating supply chain disruptions, such as transport delays for hydrogen or tire shortages, prompts teams to adapt and solve issues effectively.

Grand Prix: At the end of the game, all teams test their cars on the “Grand Prix” track. The bonus seconds earned during the game determine each team’s starting position. The “Grand Prix” serves as the game’s climax, blending technical execution, creativity, and strategies developed throughout the process. The winning team achieves the best results in speed, knowledge, innovation, and teamwork. While the final Grand Prix race determines the winner based on speed, the starting positions are allocated based on accumulated bonus seconds from prior game activities, such as quiz performance, marketing presentations, car design, and teamwork challenges. These activities act as a crucial precondition for success in the final race, mirroring real-world competitive environments where strategic preparation, innovation, and collaboration create a significant market advantage before direct competition begins. This structure ensures that learning elements remain integral to the game while maintaining the motivational excitement of a final speed-based challenge.

3.2. Ethical Considerations

The study was conducted anonymously, and no personally identifiable data were collected. Only age and gender were recorded as demographic information. Participants’ legal guardians were informed in advance about the study’s purpose, procedures, and objectives. This information was provided before the study, allowing guardians to decline participation before data collection began. Participation was entirely voluntary, and students were explicitly informed about the questionnaire; their responses were anonymous, and they could withdraw at any time; we also informed them that the data would be used exclusively for research purposes. The study adhered to ethical research principles, including the Declaration of Helsinki and its subsequent amendments.

3.3. Questionnaires

Pre- and post-game questionnaires captured data on participants’ knowledge, interest, awareness, and perceptions. These instruments comprised 20 pre-game and 24 post-game items across four key domains:

• Knowledge of Hydrogen Technologies: Questions assessed their understanding of hydrogen supply chains and sustainability practices. Example: “What do you know about hydrogen production?”
• Interest in Sustainable Technologies: Evaluated motivation to learn about hydrogen and its applications. Example: “How interested are you in technologies like hydrogen-powered vehicles?”
• Awareness: Measured perceptions of hydrogen’s role in addressing environmental challenges. Example: “How important do you think it is to care for the environment?”
• Game Perception: Explored user experience and engagement. Example: “Was the game an effective way to learn about hydrogen technologies?”

The Likert scale (1–5) facilitated nuanced feedback, while age-appropriate language ensured clarity. To ensure consistency across different question types, the scale labels were adapted based on the nature of the question while maintaining a standardized 1–5 structure. For knowledge-based questions, 1 represented “no knowledge” or “learned nothing”, while 5 represented “excellent understanding” or “learned a great deal” For engagement-related items, 1 corresponded to “never” and 5 to “very often.” Similarly, opinion-based responses followed a scale ranging from “very poor” (1) to “excellent” (5) or “not at all” (1) to “extremely” (5), ensuring clarity and interpretability.

3.4. Analytical Approaches

To evaluate the game’s impact, the following statistical methods were applied:

• Descriptive Statistics: summarized participant responses, identifying patterns and trends.
• Mann–Whitney U-Test: compared pre- and post-game responses to assess knowledge, interest, and awareness shifts.
• Spearman’s Correlation: explored relationships between domains, such as the link between interest in sustainability and knowledge of hydrogen supply chains.

4. Results

The study was conducted across two geographically and culturally distinct contexts: the Middle Eastern context in the UAE and the Central European context in Slovenia. These two regions were selected to explore how prior exposure to sustainability topics and different educational frameworks influence engagement with gamified learning. Slovenia has a long-standing tradition of STEM education with integrated renewable energy topics, while the UAE has recently prioritized hydrogen initiatives as part of its national sustainability strategy. This comparative approach allows for insights into how cultural and educational backgrounds impact the effectiveness of gamified sustainability education. Four testing workshops were organized: two in the UAE, each with 30 participants divided into five teams (60 participants), and two in Slovenia, with 22 and 26 participants in four teams at each workshop (51 participants). In total, 111 participants aged 13 to 15 participated in the study. The gender distribution was relatively balanced, with 54.77% male and 45.23% female overall. In the UAE, the distribution of participants was 55.00% male and 45.00% female, while in Slovenia, the distribution was 54.55% male and 45.45% female.

The study was conducted in school facilities with the presence of teachers, ensuring adequate support and supervision during the activities. The entire simulation game session lasted four hours, with activities tailored to the participant’s age group to ensure their full engagement in the game and related research processes. This structured approach ensured that the game was an engaging educational experience and an opportunity to evaluate its impact on sustainability literacy and awareness.

The research was conducted in November 2023 in the UAE and March 2024 in Slovenia, providing insights into the cultural and geographical diversity in implementing the H2Student simulation game. Participants and their parents were informed about the study’s purpose, procedures, and objectives. All collected data were treated anonymously and confidentially, ensuring compliance with ethical research principles, including the Declaration of Helsinki. No personally identifiable data were collected, and participants were fully informed about the voluntary nature of their participation through explicit statements on the questionnaire. Additionally, their legal guardians were informed before the study, allowing them to decline participation before data collection began. This ensured an ethically sound and comprehensive evaluation of the simulation game’s effects across cultural and geographical contexts.

The data analysis gathered during the H2Student simulation game was performed using the SPSS statistical software (Version 29.0.0.0 (241)), ensuring robust and accurate processing of the collected information. The analytical methods included descriptive statistics, the Mann–Whitney U-Test, and Spearman’s correlation, as detailed in the Section 3. These approaches allowed for a comprehensive evaluation of changes in participants’ knowledge, interest, awareness, and game perception as well as the relationships between these domains.

The results are presented in a structured manner, beginning with descriptive statistics and then a detailed examination of the Mann–Whitney U-Test outcomes, concluding with Spearman’s correlation analysis. This section provides a clear overview of the findings, paving the way for discussing their implications.

4.1. Descriptive Statistics

The analysis of average scores for the main question sets—knowledge, awareness, interest, and game perception—revealed clear improvements across several dimensions after the hydrogen game (see

Table 2. Average scores and standard deviations for knowledge, awareness, interest, and game perception before and after the simulation game.

Measurement	Average and Standard Deviation		Knowledge	Awareness	Interest	Game Perception
Before the Game	Average (Scale 1–5)	UAE	2.61	3.96	3.56	3.97
		Slovenia	2.51	3.96	3.39	3.67
		Overall	2.54	3.98	3.44	3.75
	Standard deviation	UAE	0.51	0.61	0.59	0.50
		Slovenia	0.51	0.58	0.59	0.59
		Overall	0.5142	0.5838	0.5942	0.5826
After the Game	Average (Scale 1–5)	UAE	4.0545	4.1286	3.7429	4.3933
		Slovenia	3.9091	3.9519	3.5597	4.2400
		Overall	3.94	4.00	3.61	4.28
	Standard deviation	UAE	0.46	0.58	0.63	0.55
		Slovenia	0.45	0.52	0.58	0.50
		Overall	0.4493	0.5337	0.5957	0.5105
Difference (After–Before the Game)	Average (Scale 1–5)	UAE	1.4418	0.1667	0.1875	0.4239
		Slovenia	1.3963	−0.0115	0.1669	0.5712
		Overall	1.39	0.02	0.17	0.53
	Standard deviation	UAE	−0.05	−0.03	0.05	0.05
		Slovenia	−0.07	−0.06	0.00	−0.09
		Overall	−0.0649	−0.0501	0.0015	−0.0721

and

Table 3. Examples of pre- and post-game questions and average scores.

Examples of Pre-Game Questions	Average Responses Pre-Game (Overall, UAE, Slovenia)	Examples of After-Game Questions	Average Responses After-Game (Overall, UAE, Slovenia)	Difference (After–Before the Game)
Knowledge
Do you know what fuel cells are and how they work?	2.34	What new things did you learn about fuel cells?	3.766	1.426
	2.15		3.714	1.564
	2.41		3.818	1.408
How would you rate your knowledge about hydrogen, including its production, transport, and use?	2.38	What new things did you learn about hydrogen production?	4	1.62
	2.36		4	1.64
	2.4		4	1.6
How well do you think you understand how hydrogen cars work?	2.48	How well do you now understand how hydrogen cars work?	3.703	1.223
	2.63		3.952	1.322
	2.11		3.455	1.345
Awareness
How important do you think it is to care for the environment?	4.238	How important do you now think it is to care for the environment?	4.73	0.492
	4.476		4.74	0.264
	4		4.7	0.7
How important is solving transportation issues to you?	3.656	How important do you now think it is to understand how cars work?	3.73	0.074
	3.61		3.857	0.247
	3.455		3.9	0.445
Interest
How interested are you in new technologies. such as hydrogen cars?	3.63	Are you now more interested in new inventions, such as hydrogen cars?	3.818	0.188
	3.73		4	0.27
	3.27		3.636	0.366
Do you think it is important for young people to know about different energy sources?	3.353	How often will you now think about alternative energy sources?	3.73	0.377
	3.524		3.86	0.336
	3.182		3.33	0.148
Game Perception
Do you think playing games is a good way of learning?	3.42	Do you think the game was an effective way of learning?	4.42	1
	3.64		4.476	0.836
	3		4.364	1.364
How much do you think you will learn from the hydrogen game?	3.61	Do you think the hydrogen game was educational?	4.494	0.884
	3.83		4.562	0.732
	3.02		4.426	1.406
Do you think the hydrogen game will be fun?	4.1	Did you find the hydrogen game fun?	4.561	0.461
	4.23		4.667	0.437
	3.8		4.455	0.655
How much are you looking forward to playing the hydrogen game?	4.08	Did you feel happy while playing the hydrogen game?	4.4	0.32
	4.31		4.619	0.309
	3.42		4.182	0.762
Do you expect the hydrogen game to be educational?	3.97	How enjoyable was your experience while playing the hydrogen game?	4.351	0.381
	4.24		4.429	0.189
	3.32		4.273	0.953

). Scores were evaluated separately for participants from the UAE and Slovenia and the overall sample.

For knowledge (Figure 1 and Table 2), the average score increased from 2.54 pre-game to 3.94 post-game, with participants from the UAE showing a slightly higher improvement (2.61 to 4.05) compared to Slovenia (2.51 to 3.91). The overall standard deviation decreased slightly post-game (0.5142 to 0.4493), indicating more consistent responses after the intervention. For example, participants responded to questions such as “Do you know what fuel cells are and how they work?” (Pre-game: 2.34; Post-game: 3.77, +1.43) and “How well do you think you understand how hydrogen cars work?” (Pre-game: 2.48; Post-game: 3.70, +1.22). These responses follow the standardized 1–5 Likert scale system described earlier, where scale labels were adapted to fit the context of each question.

In the awareness set (Figure 2 and Table 2), the average scores remained relatively stable, increasing only marginally from 3.98 pre-game to 4.00 post-game. UAE participants reported an increase from 3.96 to 4.13, while Slovenian participants showed little to no change (3.96 to 3.95). These results suggest that participants already had high awareness levels before the game. Questions like “How important do you think it is to care for the environment?” (Pre-game: 4.24; Post-game: 4.73, +0.49) illustrate this trend.

The interest set (Figure 3 and Table 2) saw modest improvements, with the average rising from 3.44 to 3.61. UAE participants increased their scores from 3.56 to 3.74, while Slovenian participants improved from 3.39 to 3.56. The standard deviation remained stable across both groups. For instance, responses to “How interested are you in new technologies, such as hydrogen cars?” (Pre-game: 3.63; Post-game: 3.82, +0.19) and “How often will you now think about alternative energy sources?” (Pre-game: 3.35; Post-game: 3.73, +0.38) reflect this moderate growth.

The most notable changes occurred in the game perception set (Figure 4 and Table 2), where the overall average increased from 3.75 to 4.28. UAE participants’ scores rose from 3.97 to 4.39, while Slovenian participants improved from 3.67 to 4.24. This indicates a substantial positive shift in how participants perceived the educational and engaged aspects of the game. For example, responses to “Do you think playing games is a good way of learning?” (Pre-game: 3.42; Post-game: 4.42, +1.00) and “Do you think the hydrogen game was educational?” (Post-game: 4.49; UAE: 4.56; Slovenia: 4.42) highlight this trend.

Participants reported high satisfaction and engagement with the game based on additional post-game questions on game perception (Table 4):

• Satisfaction with content and information: the overall score was 4.42 (UAE: 4.63; Slovenia: 4.21).
• Satisfaction with the learning approach: the overall score was 4.67 (UAE: 4.78; Slovenia: 4.57).
• Effectiveness of games as a learning method: the overall score was 4.65 (UAE: 4.82; Slovenia: 4.48).
• Enjoyment of learning through games compared to other methods: the overall score was 4.66 (UAE: 4.92; Slovenia: 4.39).

These findings reinforce the perception of the hydrogen game as an effective and engaging educational tool.

Table 4. Examples of unassigned post– game questions and average scores.

Unassigned Questions About Game Perception—Post-Game	Average Overall	Average UAE	Average Slovenia
How satisfied were you with the content and information presented in the game and workshop?	4.421	4.633	4.209
How satisfied were you with the learning approach used in the game and workshop?	4.674	4.776	4.573
How well do you think the game and workshop presented the topic of hydrogen and its applications?	4.674	4.776	4.573
How satisfied were you with your participation in the game and workshop?	4.400	4.681	4.118
How effective are games for learning about new topics like hydrogen?	4.653	4.824	4.482
How enjoyable is learning through games compared to other learning methods?	4.655	4.919	4.391
How much more would you like to learn through games in school?	4.467	4.633	4.300

Table 4. Examples of unassigned post– game questions and average scores.

Unassigned Questions About Game Perception—Post-Game	Average Overall	Average UAE	Average Slovenia
How satisfied were you with the content and information presented in the game and workshop?	4.421	4.633	4.209
How satisfied were you with the learning approach used in the game and workshop?	4.674	4.776	4.573
How well do you think the game and workshop presented the topic of hydrogen and its applications?	4.674	4.776	4.573
How satisfied were you with your participation in the game and workshop?	4.400	4.681	4.118
How effective are games for learning about new topics like hydrogen?	4.653	4.824	4.482
How enjoyable is learning through games compared to other learning methods?	4.655	4.919	4.391
How much more would you like to learn through games in school?	4.467	4.633	4.300

4.2. Mann–Whitney Test Results

The Mann–Whitney test for all question sets combined showed statistically significant improvements in participants’ responses post-game (

Table 5. Mann–Whitney test results for all sets combined (both countries).

	Mean Rank (Pre-Game)	Mean Rank (Post-Game)	Mann–Whitney U	Z-Value	p-Value (2-Tailed)	Statistically Significant (Yes/No)
All Question Sets Combined	362.74	526.26	62,267.500	−9.504	<0.001	Yes

). The mean rank increased from 362.74 pre-game to 526.26 post-game (U = 62,267.500, Z = −9.504, and p < 0.001). These findings demonstrate the substantial impact of the hydrogen simulation game on overall engagement and understanding across all measured dimensions.

The Mann–Whitney test for individual question sets revealed statistically significant improvements in the knowledge and game perception sets, while no significant differences were detected in the awareness and interest sets (Table 6):

• Knowledge: mean ranks increased from 58.68 (pre-game) to 164.32 (post-game), indicating a significant improvement in technical understanding (U = 297.00, Z = −12.267, and p < 0.001).
• Game Perception: mean ranks increased from 83.3 to 139.7, reflecting a positive shift in participants’ perceptions of games as effective learning tools (U = 3030.00, Z = −6.552, and p < 0.001).
• Awareness: mean ranks showed minimal change (113.73 pre-game vs. 109.27 post-game), and the result was not statistically significant (U = 5913.00, Z = −0.522, and p = 0.602).
• Interest: a modest increase in mean ranks was observed (104.24 pre-game vs. 118.76 post-game), but the difference was not statistically significant (U = 5354.50, Z = −1.689, and p = 0.091).

Table 6. Mann–Whitney test results for individual question sets.

Question Set	Mean Rank (Pre-Game)	Mean Rank (Post-Game)	Mann–Whitney U	Z-Value	p-Value (2-Tailed)	Statistically Significant (Yes/No)
Knowledge	58.68	164.32	297.00	−12,267.00	<0.001	Yes
Awareness	113.73	109.27	5913.00	−0.52	0.602	No
Interest	104.24	118.76	5354.50	−1689.00	0.091	No
Game Perception	83.3	139.7	3030.00	−6552.00	<0.001	Yes

Table 6. Mann–Whitney test results for individual question sets.

Question Set	Mean Rank (Pre-Game)	Mean Rank (Post-Game)	Mann–Whitney U	Z-Value	p-Value (2-Tailed)	Statistically Significant (Yes/No)
Knowledge	58.68	164.32	297.00	−12,267.00	<0.001	Yes
Awareness	113.73	109.27	5913.00	−0.52	0.602	No
Interest	104.24	118.76	5354.50	−1689.00	0.091	No
Game Perception	83.3	139.7	3030.00	−6552.00	<0.001	Yes

When analyzed separately, participants from both UAE and Slovenia showed statistically significant improvements post-game (Table 7):

• UAE: mean ranks increased from 191.68 to 289.32 (U = 17,082.500, Z = −7.716, and p < 0.001).
• Slovenia: mean ranks increased from 167.59 to 241.41 (U = 13,278.500, Z = −6.327, and p < 0.001).

These results highlight the game’s effectiveness in different cultural and educational contexts, with UAE participants reporting higher post-game mean ranks than their Slovenian counterparts.

Table 7. Mann–Whitney test results for UAE and Slovenia.

Country	Mean Rank (Pre)	Mean Rank (Post)	Mann–Whitney U	Z-Value	p-Value (2-Tailed)	Statistically Significant (Yes/No)
UAE	191.68	289.32	17,082.500	−7.716	<0.001	Yes
Slovenia	167.59	241.41	13,278.500	−6.327	<0.001	Yes

Table 7. Mann–Whitney test results for UAE and Slovenia.

Country	Mean Rank (Pre)	Mean Rank (Post)	Mann–Whitney U	Z-Value	p-Value (2-Tailed)	Statistically Significant (Yes/No)
UAE	191.68	289.32	17,082.500	−7.716	<0.001	Yes
Slovenia	167.59	241.41	13,278.500	−6.327	<0.001	Yes

Mann–Whitney Test Comparing UAE and Slovenia

A comparison of UAE and Slovenia participants revealed statistically significant differences in pre- and post-game responses, as detailed in Table 8 and Table 9:

• Pre-game comparison: UAE participants had higher mean ranks (244.88) compared to Slovenia (196.17), indicating stronger initial responses (U = 19,108.000, Z = −3.991, and p < 0.001).
• Post-game comparison: UAE participants again reported higher mean ranks (500.33) compared to Slovenia (378.82), further emphasizing cultural or educational factors that may influence participants’ engagement and learning outcomes (U = 71,123.500, Z = −7.039, and p < 0.001).

These results provide additional context for interpreting the differences between the two groups and underscore the universal applicability of the hydrogen simulation game. The findings suggest that cultural and educational differences may affect participants’ initial knowledge levels and subsequent engagement with the game.

Table 8. Mann–Whitney test results comparing UAE and Slovenia.

Statistic	Mean Rank (UAE)	Mean Rank (Slovenia)	Mann–Whitney U	Z-Value	p-Value (2-Tailed)	Statistically Significant (Yes/No)
UAE vs. Slovenia	500.33	378.82	71,123.500	−7.039	<0.001	Yes

Table 8. Mann–Whitney test results comparing UAE and Slovenia.

Statistic	Mean Rank (UAE)	Mean Rank (Slovenia)	Mann–Whitney U	Z-Value	p-Value (2-Tailed)	Statistically Significant (Yes/No)
UAE vs. Slovenia	500.33	378.82	71,123.500	−7.039	<0.001	Yes

Table 9. Mann–Whitney test results comparing UAE and Slovenia (Pre-Game).

Statistic	Mean Rank (UAE)	Mean Rank (Slovenia)	Mann–Whitney U	Z-Value	p-Value (2-Tailed)	Statistically Significant (Yes/No)
Pre-Game Comparison	244.88	196.17	19,108.000	−3.991	<0.001	Yes

Table 9. Mann–Whitney test results comparing UAE and Slovenia (Pre-Game).

Statistic	Mean Rank (UAE)	Mean Rank (Slovenia)	Mann–Whitney U	Z-Value	p-Value (2-Tailed)	Statistically Significant (Yes/No)
Pre-Game Comparison	244.88	196.17	19,108.000	−3.991	<0.001	Yes

4.3. Spearman’s Correlation Coefficients Before and After the Game

Spearman’s correlation coefficients for knowledge, awareness, interest, and game perception are presented in Table 10. These correlations highlight changes in the relationships between these variables pre- and post-game:

Before the Game: Moderate correlations were observed between knowledge and interest (ρ = 0.482 and p < 0.01) and between game perception and interest (ρ = 0.703 and p < 0.01). Knowledge and game perception also moderately correlated (ρ = 0.563 and p < 0.01).

After the Game: Correlations strengthened significantly, particularly between knowledge and awareness (ρ = 0.690 and p < 0.01) and between knowledge and game perception (ρ = 0.759 and p < 0.01). The correlation between awareness and interest (ρ = 0.752 and p < 0.01) also increased, reflecting stronger interconnections between these dimensions after the intervention.

Table 10. Spearman’s correlation coefficients before and after the game.

Variable	Knowledge	Awareness	Interest	Game Perception
Before the Game
Knowledge	1.000	0.236 *	0.482 **	0.563 **
Awareness	0.236 *	1.000	0.651 **	0.530 **
Interest	0.482 **	0.651 **	1.000	0.703 **
Game Perception	0.563 **	0.530 **	0.703 **	1.000
After the Game
Knowledge	1.000	0.690 **	0.540 **	0.759 **
Awareness	0.690 **	1.000	0.752 **	0.729 **
Interest	0.540 **	0.752 **	1.000	0.405 **
Game Perception	0.759 **	0.729 **	0.405 **	1.000

*. Correlation is significant at the 0.05 level (2-tailed). **. Correlation is significant at the 0.01 level (2-tailed). The diagonal values (1.000) indicate perfect self-correlation.

Table 10. Spearman’s correlation coefficients before and after the game.

Variable	Knowledge	Awareness	Interest	Game Perception
Before the Game
Knowledge	1.000	0.236 *	0.482 **	0.563 **
Awareness	0.236 *	1.000	0.651 **	0.530 **
Interest	0.482 **	0.651 **	1.000	0.703 **
Game Perception	0.563 **	0.530 **	0.703 **	1.000
After the Game
Knowledge	1.000	0.690 **	0.540 **	0.759 **
Awareness	0.690 **	1.000	0.752 **	0.729 **
Interest	0.540 **	0.752 **	1.000	0.405 **
Game Perception	0.759 **	0.729 **	0.405 **	1.000

*. Correlation is significant at the 0.05 level (2-tailed). **. Correlation is significant at the 0.01 level (2-tailed). The diagonal values (1.000) indicate perfect self-correlation.

These results suggest that the game improved technical knowledge and reinforced the perceived value of games as an educational tool by strengthening the relationships between understanding, interest, and awareness.

5. Discussion

The primary aim of this study was to evaluate the impact of the H2Student simulation game on participants’ knowledge, interest, awareness, and perception of hydrogen technologies and their supply chains. The results reveal key insights into the game’s effectiveness and ability to address challenges in traditional education for complex technical topics. Given the increasing importance of sustainability education in addressing global energy challenges, these findings contribute to the broader discourse on innovative pedagogical methods that promote environmental literacy and responsible decision-making.

5.1. Enhanced Knowledge Through Active Engagement

The most significant improvements were observed in the knowledge set, with scores increasing substantially from 2.54 pre-game to 3.94 post-game. UAE participants demonstrated slightly more significant improvements (2.61 to 4.05) than Slovenian participants (2.51 to 3.91). This finding highlights the game’s effectiveness in enhancing technical understanding through interactive tasks, such as building hydrogen car models and addressing real-world supply chain challenges.

For example, the question “Do you know what fuel cells are and how they work?” showed an overall improvement of 1.43 points. Similarly, responses to “How well do you think you understand how hydrogen cars work?” revealed an improvement of 1.22 points. The Mann–Whitney test results further confirmed these findings, with significant differences in mean ranks (U = 297.00, Z = −12.267, and p < 0.001), indicating that the game successfully bridged gaps in technical knowledge. The decreased standard deviation post-game (0.5142 to 0.4493) suggests that the game also helped reduce participant understanding variability, creating a more uniform knowledge base.

These findings align with broader research on sustainability education, which suggests that interactive and competitive elements in educational games contribute to engagement and facilitate conceptual understanding of clean energy technologies [12,13,50]. While the study demonstrates significant short-term knowledge gains, the duration of the intervention limits conclusions about long-term retention, which remains an important area for future research. The positive correlation between game perception and learning effectiveness (r = 0.76 and p < 0.001) further supports the role of gamification in sustainability education. This reinforces its potential as a transformative tool for STEM and environmental literacy while highlighting the need for future studies on sustained knowledge retention and long-term impact [12].

5.2. Limited Changes in Awareness and Interest

Awareness and interest scores showed less pronounced changes. Awareness increased slightly from 3.98 to 4.00 overall, with UAE participants showing a post-game average of 4.13 compared to 3.95 for Slovenian participants. The minimal increase suggests that participants entered the study with a relatively high baseline awareness, potentially limiting the scope for improvement. This aligns with previous research indicating that participants with strong environmental consciousness may experience smaller gains in sustainability-related interventions. For instance, “How important do you think it is to care for the environment?” improved by 0.49 points, reflecting incremental changes rather than transformative shifts in environmental attitudes.

Interest scores rose modestly from 3.44 to 3.61, with UAE participants showing slightly higher increases than Slovenian participants. Questions such as “How interested are you in new technologies, such as hydrogen cars?” and “How often will you now think about alternative energy sources?” recorded improvements of 0.19 and 0.38 points, respectively. Although these changes were relatively small, they indicate that exposure to interactive learning experiences can foster curiosity in sustainability-related topics. The Mann–Whitney test results for these sets were not statistically significant (Awareness: U = 5913.00, Z = −0.522, and p = 0.602; Interest: U = 5354.50, Z = −1.689, and p = 0.091). These results suggest that while the game captured participants’ interest, more targeted efforts may be needed to significantly enhance engagement with the topic.

5.3. Positive Perceptions of the Game as a Learning Tool

Game perception exhibited the most significant improvements, with overall scores increasing from 3.75 to 4.28, reflecting a significant shift in attitudes toward gamified learning approaches in sustainability education. UAE participants reported higher post-game scores (4.39) than Slovenian participants (4.24). The question “Do you think playing games is a good way of learning?” showed an improvement of 1.00 points, while “Do you think the hydrogen game was educational?” recorded post-game averages of 4.49 (UAE: 4.56; Slovenia: 4.42). The Mann–Whitney test results for game perception confirmed these findings (U = 3030.00, Z = −6.552, and p < 0.001).

Participants also expressed high satisfaction with the game’s content and approach, emphasizing its effectiveness in making complex sustainability concepts more accessible and engaging. For example, responses to “How satisfied were you with the learning approach used in the game?” showed an overall post-game score of 4.67. These findings suggest that the game’s interactive and collaborative elements significantly contributed to participants’ positive perceptions of learning through games. Additional questions related to engagement, such as “How enjoyable is learning through games compared to other methods?” (overall score: 4.66), reinforce the value of gamified learning experiences in sustainability education.

5.4. Cultural and Contextual Differences

This study revealed notable differences between UAE and Slovenian participants. These two regions were selected to explore how prior exposure to sustainability topics and different educational frameworks influence engagement with gamified learning. Slovenia has a long-standing tradition of STEM education with integrated renewable energy topics, while the UAE has recently prioritized hydrogen initiatives as part of its national sustainability strategy. This comparative approach allows for insights into how cultural and educational backgrounds impact the effectiveness of gamified sustainability education.

UAE participants consistently reported higher post-game scores across all dimensions. For knowledge, UAE participants averaged 4.05 post-game compared to 3.91 for Slovenian participants. Similar trends were observed for game perception, where UAE participants’ scores averaged 4.39 compared to 4.24 for Slovenian participants.

Notably, UAE participants responded more positively to the competitive aspects of the game, such as the Grand Prix finale and points-based reinforcement. In contrast, Slovenian participants placed greater emphasis on teamwork and collaborative problem-solving. This suggests that cultural differences may influence how gamification elements shape learning experiences, reinforcing the importance of adaptive game design that aligns with regional educational values [67] and sustainability priorities. Interestingly, Slovenian participants who rated collaboration as the most valuable element still demonstrated similar knowledge gains, suggesting that different gamification elements can be equally effective when tailored to learner preferences.

A comparison of pre-game and post-game responses between UAE and Slovenian participants further highlighted these differences. For pre-game responses, UAE participants had higher mean ranks (244.88) compared to Slovenia (196.17), indicating stronger initial responses (U = 19,108.000, Z = −3.991, and p < 0.001). For post-game responses, UAE participants again reported higher mean ranks (500.33) compared to Slovenia (378.82), emphasizing potential cultural or educational factors influencing engagement and learning outcomes (U = 71,123.500, Z = −7.039, and p < 0.001).

These findings suggest that while the game is effective across diverse cultural contexts, tailored modifications, such as region-specific sustainability challenges and localized hydrogen policy discussions, could further enhance its impact on specific learner groups. For example, incorporating localized case studies or examples could make the game more relatable and engaging for participants from different regions.

5.5. Strengthened Relationships Between Dimensions

The correlation analysis highlighted strengthened relationships between knowledge, awareness, interest, and game perception post-game. The correlation between knowledge and game perception increased significantly from ρ = 0.563 pre-game to ρ = 0.759 post-game. This suggests that participants who gained technical knowledge were more likely to perceive the game as an effective educational tool, reinforcing the importance of gamification in sustainability education.

Similarly, the correlation between awareness and interest strengthened from ρ = 0.651 pre-game to ρ = 0.752 post-game, indicating that participants who recognized the importance of environmental and hydrogen-related issues also showed greater interest in the topic. These findings highlight the interconnected nature of the dimensions and the game’s role in reinforcing these links, supporting the argument that sustainability education benefits from interactive and engaging learning experiences.

Spearman’s correlation results further confirm the game’s success in creating a cohesive learning experience by linking technical understanding with broader attitudinal shifts. For instance, the stronger correlation between knowledge and awareness (ρ = 0.690 post-game) reflects how the game encouraged participants to connect hydrogen technologies with sustainability challenges, emphasizing their real-world implications. The strengthened correlations between knowledge, awareness, interest, and game perception post-game suggest that gamified learning improves technical literacy and fosters a holistic educational experience where cognitive and attitudinal shifts are interconnected. Although improvements in awareness and interest were relatively modest, their positive correlation with knowledge gains suggests that gamified approaches have the potential to create long-term engagement with sustainability topics. These findings highlight the necessity of refining gamified educational frameworks to improve technical knowledge and foster more profound engagement with sustainability concepts. This raises important questions about how such approaches can be optimized for diverse learning environments, paving the way for further exploration into their adaptability and long-term effectiveness.

5.6. Implications for Hydrogen Education

The results underscore the potential of simulation games like H2Student to address the limitations of traditional teaching methods for complex technical subjects. By combining interactive, gamified elements with real-world challenges, the game effectively enhances technical knowledge and fosters positive perceptions of learning in the context of sustainability education. However, the modest changes in awareness and interest suggest the need for future refinements to better engage participants with the broader implications of hydrogen technologies. Future studies should incorporate longitudinal assessments to evaluate the durability of learning outcomes. Research indicates that gamified learning can positively impact long-term knowledge retention, particularly in STEM and environmental education [72,73].

Tailored modifications, such as incorporating localized examples or emphasizing the global environmental and economic relevance of hydrogen technologies, could further enhance the game’s impact. Additionally, the differences observed between UAE and Slovenian participants highlight the importance of cultural adaptability in educational tools, ensuring their relevance across diverse contexts.

These results provide valuable insights into the design of gamified educational interventions, emphasizing the need to balance competition and collaboration depending on the cultural and demographic characteristics of the target audience. While this study demonstrates the effectiveness of gamified learning in hydrogen education, it does not include a control group using traditional educational methods. Future research should incorporate a comparative analysis between gamification-based and conventional instructional approaches to better assess the relative benefits and limitations of the H2Student game. Future iterations of the H2Student game could explore adaptive difficulty settings and varied team-based challenges to enhance engagement across different learner profiles. Additionally, further research should investigate whether the observed cultural differences persist across different age groups and educational backgrounds.

The stronger correlations between knowledge, awareness, interest, and game perception highlight the game’s role in linking technical understanding with broader sustainability attitudes and perceptions. This reinforces the value of interactive learning approaches in fostering long-term engagement with clean energy and environmental responsibility.

The strong correlation between knowledge acquisition and game perception further highlights the pedagogical benefits of gamification in STEM education. Prior research suggests that students who engage with gamified elements tend to develop deeper conceptual understanding and sustained interest in complex scientific topics [74,75]. This supports the notion that interactive and experiential learning approaches can enhance both cognitive processing and motivation, leading to more effective long-term retention of sustainability-related knowledge. Integrating engagement-driven strategies such as scaffolding, competition, and collaborative problem-solving into educational games has been shown to optimize learning outcomes, reinforcing the role of gamified interventions in modern educational frameworks [74,75]. Future adaptations of the H2Student game should continue to leverage these mechanisms to maximize both motivation and knowledge acquisition, particularly in interdisciplinary sustainability education.

6. Conclusions

This study assessed the impact of the H2Student simulation game on participants’ knowledge of hydrogen technologies, interest in sustainable solutions, and awareness of hydrogen’s role in energy transitions. The findings confirm that the game significantly enhanced participants’ understanding of hydrogen-related concepts, particularly in hydrogen supply chains and their application in transport. These results validate the game as an effective pedagogical tool for bridging theoretical knowledge with practical decision-making in sustainability education and fostering long-term engagement with clean energy topics.

This study’s key contributions lie in its ability to advance hydrogen education through gamification. The game supported participants in developing a foundational understanding of hydrogen production, storage, transportation, and use in vehicles while introducing key challenges and trade-offs at each stage of the supply chain. However, given the short duration of the intervention, further research is needed to assess the depth and retention of this understanding over time. Participants engaged in decision-making processes related to hydrogen logistics, safety considerations, and disruptions, reinforcing the complexity of real-world hydrogen applications. Players applied theoretical hydrogen concepts to practical scenarios through interactive problem-solving, strengthening the connection between academic learning and industry-relevant challenges. Additionally, the game’s adaptability across different cultural and educational contexts demonstrated its potential as an international learning tool for hydrogen education. Unlike conventional serious games, this approach uniquely integrates real-world hydrogen logistics challenges, interdisciplinary collaboration, and adaptive game mechanics to enhance learning retention and behavioral engagement.

While this study yielded promising results, several limitations must be acknowledged. The sample size, though adequate for initial assessment, limits the generalizability of our findings. Future research should expand the participant pool across various educational levels and professional sectors to assess the game’s broader applicability. Additionally, this study was conducted in controlled classroom environments, which may not fully replicate real-world decision-making in hydrogen supply chains. Further testing in hybrid or real-world settings could provide deeper insights. Another limitation is that knowledge acquisition was assessed immediately after gameplay; long-term retention was not measured. Future studies should incorporate follow-up assessments to evaluate the durability of learning outcomes. Furthermore, this study lacked a control group for direct comparison, making it difficult to isolate the specific effects of the game. The inclusion of a control group in future research would strengthen the validity of the findings.

Future research should explore several avenues to enhance the game’s impact. Extended gameplay and supplementary instructional materials could reinforce the connection between hydrogen applications and daily life. Customizing the game for broader audiences, including university students and professionals in the hydrogen sector, could expand its educational reach. Investigating hybrid learning approaches that integrate digital and in-person game elements may enhance accessibility and engagement. Comparative cross-national studies could assess how different educational systems and cultural contexts influence learning outcomes. Additionally, introducing a control group in future research would enable more precise measurements of the game’s impact. Finally, further content expansion, including additional real-world hydrogen applications and decision-making scenarios, could increase the game’s relevance and effectiveness in fostering awareness and interest in hydrogen technologies and sustainability.

While the H2Student game successfully enhanced knowledge acquisition, future iterations could incorporate adaptive difficulty levels to better cater to diverse learning paces. Additionally, further research should examine the long-term retention effects of gamification in hydrogen education and explore how specific game mechanics contribute to engagement and motivation in different cultural contexts. Implementing a more structured approach for integrating the game into formal education systems, such as aligning it with national curricula or using it as a supplementary tool in STEM courses, could further enhance its impact and scalability.

The broader implications of this study highlight the potential of simulation games as a scalable and adaptable tool for hydrogen education. The H2Student game equips participants with critical thinking and problem-solving skills for addressing contemporary energy challenges by immersing participants in realistic decision-making processes. As hydrogen technologies continue to evolve, integrating such interactive educational tools into curricula can bridge knowledge gaps and inspire the next generation of professionals in the field of sustainable energy.

In conclusion, this study underscores the effectiveness of gamification in hydrogen education. While there are areas for improvement, the results confirm the potential of simulation-based learning in fostering more profound engagement with sustainable energy solutions. Future research and development efforts should focus on refining game mechanics, expanding content, and incorporating diverse learning environments to maximize the game’s educational impact.