Nowadays, educational activities need to be oriented towards sustainable mobility as a tool to guarantee a better future for younger generations. Two focus groups (FGs) of children aged 10–12 years were formed, for the design, development, and evaluation of educational tools for gamification techniques on the subject of sustainable mobility. The study involved a group of children from three classes in the fifth-year of primary education at a school in the City of Burgos (Spain). The first focus group revealed the cognitive perceptions of the children toward sustainable mobility and their cognitive understanding of its need. The information was used in the design of learning activities of gamification techniques. The children in the second focus group, after the educational experience, were evaluated with regard to the knowledge they had acquired on the topic and changes in their attitudes. The basic knowledge of children before their participation in the research was limited to the environmental aspects of sustainable mobility, as we observed in the first focus group. Through the use of the gamification tools, the children acquired new concepts that clarified the importance of social and economic components linked to sustainable mobility, and they started to develop an awareness of how to play an active role in changing their behavior.

The concept of sustainable mobility is related to the fulfilment of certain conditions that consider environmental, economic and social factors when making decisions on transport activity. The recognition of the role of education as a key factor for sustainable development and sustainable mobility has been growing. Therefore, the development of training schemes aimed at sustainable mobility education as a tool for a better future for the generations to come is of fundamental importance. This study analyses the factors affecting the adoption of the ClassCraft platform in activities related to sustainable mobility. The proposed experience involved children aged 10–11 years old, a total of 75 pupils. This experience was the basis for analyzing the pupils' perception of the gamification-based methodology. A mixed method has been used, combining qualitative results from a Focus Group (FG) with 6 students, and quantitative results through a questionnaire based on the Technology Acceptance Model (TAM) with all the 75 students. The results reflect that all students consider this methodology as an opportunity for a change in the school experience to make classroom activities more enjoyable. Our research contributes to the application of a mixed methods approach that addresses an educational challenge, considering the voice of the children when applying new teaching–learning strategies.

Gamification is a widely utilised educational tool designed to promote specific behaviours. An effective gamification design must consider users’ experiences and perceptions to enhance engagement and participation. This research is part of a broader study that develops gamified activities to teach primary school pupils about sustainable mobility. The study investigates the relationship between player profiles, as defined by the Hexad scale, and the use of the ClassCraft platform for learning sustainable mobility concepts. The Hexad scale serves as an instrument to analyse the various motivations exhibited by each student when interacting with the gamified application. Specifically, we examine the connection between player profiles, learning levels, the components of the ClassCraft platform, and the impact of gender on this relationship.An experiment was conducted with 75 fifth-grade primary school students (aged 10–12) who used the ClassCraft platform. Several linear regression models correlated various variables with the player profiles included in the Hexad scale.The results indicate a relationship between player profiles and the variables considered: final score on the platform, number of activities completed, number of connections made, player level achieved, student satisfaction level, and learning levels. Additionally, the high percentage of socialiser profiles found among the students is perfectly in line with some of the intrinsic characteristics of the ClassCraft platform.Furthermore, the analysis revealed minimal differences between male and female players across most profiles.

Studying the location of an airport is essential for optimizing its functionality, ensuring safety, and maximizing its economic benefits. There are many airports located within a short distance of each other, and users can often choose to travel between one or the other depending on a number of variables that they value for their final choice. In this paper, we design a stated preference survey and estimate a latent class logit model to study user behavior in the choice of nearby airports. The idea is to study if the choice of airport can indeed depend on the characteristics of the users and the purpose of their trip and if factors such as traveling with family, children, or friends can play a role in determining the preferred airport. It is also investigated whether the presence of low-cost airlines or direct connections to the final destinations of the trip (number of transfers) and other factors influence the choice of airport. It is shown that there are two classes of users who have different travel behavior, and that the perception of certain variables influences the choice of the nearest or furthest airport depending on the type of trip.

The dataset aims to examine the prior and acquired knowledge in an Escape Room (ER) experience on sustainable mobility. In addition, the data could also be used to identify possible correspondences between some mobility behaviors and the predisposition to learn sustainable mobility concepts to foster attitude change.