Abctract
Increasing environmental awareness to children through educational computer games is considered a vital goal. In fact, this new media teaches them to be responsible for the preservation and protection of the surrounding environment through respect for natural resources. The upcoming research, while introducing such games to art curators, with a focus on teaching environmental experience in order to create culture for children, has analyzed the educational computer game Mission Eleven from the semiotic perspective of "John Fiske", and the authors are trying to respond to The question is, what kind of skills can a child acquire through this game in order to protect the environment? The research method is descriptive-analytical (with developmental-applicative aim) and the method of collecting information is in the form of library and documents. On this basis, attention has been paid to the collection of information about the environmental issue in the game Mission Eleven, and the multi-meaning nature of the texts has been analyzed with the transitional, ritual and receiving approach in the semiotics of John Fiske in this game, in order to understand the role of such community-oriented media in the direction of education and Check the protection of the environment. The results of the research show that the role of game designers as message senders is considered unimportant from Fisk's point of view, and on the other hand, the production of meaning that a child receives from the said game is different from the understanding and interpretation of a child in another culture and society. On the other hand, the way of producing meaning depends on the culture of that society, which makes the importance of the environment and necessary education to preserve natural resources seem important and practical. At the same time, the acquisition of skills in recognizing environmental problems and the ability to solve problems in the face of crises have been considered to the extent of the child's ability in the studied game.
Keywords: environment, educational computer game, mission eleven, semiotics, John Fiske
 
Introduction
 Enhancing children’s environmental awareness through educational computer games is increasingly recognized as essential. These games encourage children to view themselves as responsible for the protection of their environment through respect for natural resources. This study introduces Mission Eleven to cultural and artistic authorities and examines it from John Fiske’s semiotic perspective, focusing on the ways the game fosters environmental experience and builds a culture of ecological responsibility among children. The primary research question investigates the types of environmental preservation skills children can develop through engaging with this game. Using a descriptive–analytical method, data were collected from library and documentary sources. Environmental issues embedded within the game were analyzed using Fiske’s three semiotic models—transmissive, ritual, and receiving—to understand the role of community-oriented media in environmental education and resource preservation.
 
Materials and Methods

This qualitative study is situated within the field of childhood studies, exploring the potential of educational computer games with an environmental focus. The research adopts a descriptive–analytical design, utilizing both library and documentary sources for theoretical and semiotic analysis, as well as field research. Field data were collected over a two-day period of gameplay, documenting children’s interactions with the game and their learning about environmental preservation. These community-oriented artistic technologies have significant potential for replication and adaptation in other educational games. The study applies John Fiske’s semiotic framework to a locally developed educational computer game, Mission Eleven, selected for its diverse visual content, structured educational stages, and positive user feedback compared to non-local games. The findings indicate that the game effectively delivers environmental education, fostering knowledge and skills in children related to sustainability, resource conservation, and ecological problem-solving.
 
Discussion and Results
A key factor in Mission Eleven is the interaction between the child and the game, which influences the child’s understanding of environmental issues and motivates responsible behavior toward natural resources. The game follows a main narrative line while allowing children the freedom to progress, unlock new stages, and gain points, fostering engagement and a sense of agency. According to Fiske’s receiving approach, children play a central role in decoding the game’s messages, interpreting stages, and constructing meanings. The game’s polysemy enables children to derive multiple interpretations and develop a broad understanding of environmental concepts as they advance.
Fiske’s notion of popular appeal extends beyond empathetic understanding and freedom of choice to include creative graphics, simple and dynamic visuals, child-friendly colors, excitement, rewards, and points, all designed to enhance visual enjoyment and engagement. Pleasure in gameplay, therefore, serves as a vehicle for meaning-making, with the transmission of messages producing diverse interpretations depending on the age and cultural context of the child. Children not only modify their own behavior through the game but may also influence their parents and peers, generating social interactions that reinforce environmental awareness. In the transmissive approach, children’s interpretation of each stage is central to meaning-making. Educational cues embedded in the game communicate messages about environmental preservation and natural resource protection. Fiske emphasizes that audiences’ interpretive agency allows them to generate meaning independently of the game designers’ intentions. In the ritual approach, meaning is shaped by cultural context and social negotiation. Commercial influences or parental involvement may introduce alternative interpretations, highlighting that the production of meaning depends on societal norms and cultural familiarity with environmental education. For instance, children in countries with early environmental education exposure may interpret the game differently than children in contexts where such education is limited. Finally, in the receiving approach, the game’s polysemy and multi-layered structure allow children to construct a wide range of meanings, enhancing both learning and enjoyment. Fiske’s concept of popular appeal is evident in the game’s design, which combines educational content with engaging gameplay elements to facilitate both knowledge acquisition and experiential pleasure. This dual function—educational and entertaining—supports the development of meaning-making behaviors, encourages active participation, and strengthens environmental learning outcomes.
Conclusion
This study demonstrates that educational computer games such as Mission Eleven are effective tools for fostering environmental awareness among children. Through interactive engagement, children acquire practical skills in nature conservation, optimal use of resources, recycling, and waste reduction, while also influencing the attitudes of those around them. The application of John Fiske’s semiotic framework highlights the importance of audience agency, polysemy, and cultural context in meaning-making, revealing how educational games can transmit knowledge, foster social interaction, and produce meaningful learning experiences. By integrating entertainment with pedagogy, such games provide children with both enjoyment and a foundation for lifelong environmental responsibility.