Serious games and negotiation simulations such as the Phosphorus Negotiation Game (P-Game) are increasingly used to support sustainability-oriented education. To broaden accessibility, a smartphone-based version of the face-to-face P-Game was developed and is presented here. A comparative design integrating quantitative pre–post survey measures with analysis of open-ended responses was employed to examine self-reported knowledge gains and learning experiences among participants who completed the P-Game in face-to-face workshops and those who played the virtual version. Both formats were associated with significant increases in participants’ perceived understanding of phosphorus science and negotiation science/practice. Self-reported knowledge of phosphorus science increased by 92.3% (global face-to-face), 70.7% (Hungarian face-to-face), and 88.4% (online), with comparable gains observed in negotiation science and practice across groups. Qualitative findings complemented these results, indicating that while learning gains were broadly similar, the modes differed in experiential emphasis: face-to-face delivery elicited performance-oriented and socially embedded reflections, whereas the online format was more frequently described in terms of structured participation and reflective processing. User satisfaction with the virtual P-Game was high, reflected by a System Usability Scale (SUS) score above 80. Overall, the findings suggest that the virtual P-Game represents a viable and accessible complement to traditional face-to-face implementation, maintaining educational impact while extending reach. Further research with larger and more diverse participant samples is recommended to strengthen generalizability and explore long-term learning outcomes in sustainability contexts.
Haneklaus et al. (Sun,) studied this question.