Annotated Bibliography 2026.03.27

Annotated Bibliography
Yu Borui
2026.03.27

For this week's reading, I focused on the two articles, one is "Surveying ecolinguistics" written by Steffensen and another one is "Climate change education" written by Lourdu. I am more than glad to read articles that can guide people to pat special attention to climate change education since the global temperature is rising, and AI tools are causing damage to our earth.

Suryati, S., Pangga, D., Habibi, H., & Azmi, I. (2025). Digital pedagogical model based on climate change issues integrated with virtual reality technology to enhance students’ critical thinking and climate change awareness. International Journal of Ethnoscience and Technology in Education, 2(1), 1–28. 
https://doi.org/10.33394/ijete.v2i1.14054

Scholars have pointed out that students can understand the abstract concept of climate change more easily than traditional classrooms through immersive virtual situations (such as climate disaster simulation). Under the technology development nowadays, it is getting much easier to apply those immertsive tools to the students, and help them shape a better understanding about the relationship between education and the environment. They also introduced a digital teaching model combining virtual reality technology with problem-oriented learning. Under the correct guidance of the model, students' awareness of climate change and critical thinking ability have been significantly improved.

Queiroz, A. C. M., Fauville, G., Davies, A. J., & Bailenson, J. N. (2023). The effects of virtual reality on climate change engagement: The role of message framing and bodily involvement in ocean acidification experiences. Computers & Education, 194, 104698
https://doi.org/10.1016/j.compedu.2022.104698
According to the research, by simulating the immersive experience of "ocean acidification", participants can not only understand this abstract problem more easily, but also are more willing to support climate action (such as environmental protection behavior and policy support). Therefore, VR promotes people's learning on a specific topic through "immersion+emotional arousal", and its effect depends on the way of information expression and the degree of interactive design.

Wu, J. S., & Lee, J. J. (2015). Climate change games as tools for education and engagement. Nature Climate Change, 5(5), 413–418. 
https://doi.org/10.1038/nclimate2566
In this article, the authors mentioned gamification as an important method to promote students' awareness of climate change. It provides several solutions for the participants, which means they can try to implement different means to practice to deal with the climate change, meanwhile, they do not have take the risks that will be caused by the designated solutions. This can help promote their motivation as well.




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