Integrating Ocean Literacy Through a Locally Contextualized Dobble-like Card Game: An Exploratory Classroom Implementation

Abstract

The accelerated loss of biodiversity and the limited integration of ocean literacy into school curricula highlight the urgent need for innovative approaches in Environmental Education for Sustainability (EES). This study presents the design and classroom implementation of Marine Dobble, a gamified educational activity inspired by the popular card game Dobble®, adapted with illustrations of marine species from the Andalusian coast (Spain). The objective was to explore the feasibility of this tool to foster knowledge, awareness, and commitment toward marine biodiversity conservation among secondary school students. The intervention was carried out in five 1st-year ESO classes (n = 110, ages 12–13) in Cádiz, Spain, during a one-hour workshop facilitated by an environmental educator. A qualitative exploratory design was employed, using group-level observation notes to document participation, reactions, and emergent learning evidence. The activity combined fast-paced gameplay with five reflective pauses addressing key topics: marine habitats, species adaptations, scientific curiosities, environmental problems, and personal commitment. Findings indicate high levels of engagement and participation, with frequent emotional and cognitive responses to novel content such as the ecological role of microalgae and the existence of marine plants. Students progressively incorporated scientific vocabulary and proposed actions for ocean conservation, including reducing plastic waste and promoting sustainable consumption. Differences among groups underscored the relevance of teacher involvement and classroom context for implementation success. Overall, the study suggests that contextualized gamification combined with reflective dialogue is a feasible and promising approach to integrate ocean literacy into secondary education.