Climate change communication efforts grounded in the information deficit model have largely failed to close the gap between scientific and public understanding of the risks posed by climate change. In response, simulations have been proposed to enable people to learn for themselves about this complex and politically charged topic. Here we assess the impact of a widely-used simulation, World Climate, which combines a socially and emotionally engaging role-play with interactive exploration of climate change science through the C-ROADS climate simulation model. Participants take on the roles of delegates to the UN climate negotiations and are challenged to create an agreement that meets international climate goals. Their decisions are entered into C-ROADS, which provides immediate feedback about expected global climate impacts, enabling them to learn about climate change while experiencing the social dynamics of negotiations. We assess the impact of World Climate by analyzing pre- and post-survey results from >2,000 participants in 39 sessions in eight nations. We find statistically significant gains in three areas: (i) knowledge of climate change causes, dynamics and impacts; (ii) affective engagement including greater feelings of urgency and hope; and (iii) a desire to learn and do more about climate change. Contrary to the deficit model, gains in urgency were associated with gains in participants’ desire to learn more and intent to act, while gains in climate knowledge were not. Gains were just as strong among American participants who oppose government regulation of free markets–a political ideology that has been linked to climate change denial in the US–suggesting the simulation’s potential to reach across political divides. The results indicate that World Climate offers a climate change communication tool that enables people to learn and feel for themselves, which together have the potential to motivate action informed by science.

Small Island Developing States (SIDS) face tension between economic growth and environmental impact. Tourism fuels growth, but the resulting solid waste and other pollutants threaten the SIDS' natural beauty, quality of life for residents, attractiveness to tourists, and economic success. We assess the tension between tourism-driven economic growth and environmental degradation from a limits-to-growth perspective, developing a generic system dynamics model of the problem using 38 years of data from the Maldives to estimate parameters and Monte-Carlo methods to assess the sensitivity of results to uncertainty. We contrast development paths for the next three decades under three sets of policies focusing on promoting growth, managing tourism demand-supply balance, and improving waste management. Findings are counterintuitive; policies focused on better waste management alone are self-defeating, because they increase tourism, growth and waste generation, undermining attractiveness and growth later. Policies that limit tourism demand improve economic and environmental health.

Background. We describe and provide an initial evaluation of the Climate Action Simulation, a simulation-based role-playing game that enables participants to learn for themselves about the response of the climate-energy system to potential policies and actions. Participants gain an understanding of the scale and urgency of climate action, the impact of different policies and actions, and the dynamics and interactions of different policy choices. Intervention. The Climate Action Simulation combines an interactive computer model, En-ROADS, with a role-play in which participants make decisions about energy and climate policy. They learn about the dynamics of the climate and energy systems as they discover how En-ROADS responds to their own climate-energy decisions. Methods. We evaluated learning outcomes from the Climate Action Simulation using pre- and post-simulation surveys as well as a focus group. Results. Analysis of survey results showed that the Climate Action Simulation increases participants’ knowledge about the scale of emissions reductions and policies and actions needed to address climate change. Their personal and emotional engagement with climate change also grew. Focus group participants were overwhelmingly positive about the Climate Action Simulation, saying it left them feeling empowered to make a positive difference in addressing the climate challenge. Discussion and Conclusions. Initial evaluation results indicate that the Climate Action Simulation offers an engaging experience that delivers gains in knowledge about the climate and energy systems, while also opening affective and social learning pathways.

In this paper, we propose a system dynamics model that gives deeper insight into the dynamics involved in opportunistic behaviour in learning alliances. Although current research widely recognizes opportunistic behaviour of alliance partners as a reason for alliance failure, most research in this field focuses on opportunism in the area of private learning and of outlearning the partner. Opportunism is mostly ignored in situations of common learning. In the following, we study opportunism in alliances where there is no intention of learning privately. Moreover, in current studies, feedback perspectives are often neglected. A feedback perspective can be helpful to explain the reasons for certain unanticipated long-term effects. We transfer findings from recent learning alliance literature and from a case study to a system dynamics simulation model. After describing the model structure, different scenarios offer insights into the dynamics of learning, particularly when the partners have different intentions with regard to common learning. We discuss the model runs and subsequently deduce propositions for future research.

Traditional communication of research on climate change fails to encourage individual, corporate, and political leaders to take appropriate action. We argue that this problem is based on an overly simplistic unidirectional model of science communication. Conversely, theory shows that active learning processes are better suited to initiate and mobilize engagement among all stakeholders. Here, we integrate theoretical insights on active learning with empirical evidence from serious gaming: communication should be understood as an integral design feature that relates active learning on climate change to tangible action.