Clarifying Sustainable Development Concepts Through Role-Play

Abstract

The article aims at assessing the effectiveness of a role-play in addressing two concerns: clarifying the concept of sustainable development and teaching sustainable development issues. The effectiveness is gauged by surveying students to reveal how the game matches a set of "significant learning" criteria defined by Fink (2003). Firstly, our article brings a short overview of how the concept of sustainable development has emerged and spread over time. Secondly, in order to assess the learning potential of our role-play, we examine how it addresses the six components of Fink's taxonomy of "significant learning": (i) foundational knowledge, (ii) application, (iii) integration, (iv) human dimensions, (v) caring and, (vi) learning how to learn. This taxonomy is analysed through a rigorous assessment methodology. The assessment shows that our role-play is highly praised by the players as it not only brings them foundational knowledge, but also allows them to enhance many skills. Thus, the framework of this role-play contributes to educating about sustainable development as well as educating for sustainable development.

Tools for adaptive governance for complex social-ecological systems: a review of role-playing-games as serious games at the community-policy interface

“…Barreteau et al (2007) found that their experience with RPGs enhanced exchanges between players beyond the game, seeming to develop social capital in reality through gaming. In contrast, Blanchard and Buchs (2015), found that their game was not overly successful in developing group cohesion and bringing people together.…”

“…D'Aquino et al (2003) game worked to define and identify appropriate stakeholders for participation in land-use decision-making, while Barreteau et al (2007) used games to introduce current stakeholders to new stakeholders. Other games attempted to encourage greater participation, interaction and coordination between stakeholders ( Blanchard and Buchs 2015). However, Morardet et al (2012) highlighted that even within the inclusive embrace of RPGs, power differentials and organisational problems exist, and can and do lead to the exclusion of stakeholders.…”

“…The majority of the games were focused at a single actor or geographic scale, usually local communities or across two levels of scale, usually household and local community or local community and regional/ provincial scales (see Bernardo and Sanders 1993, Barreteau et al 2001, Boissau and Castella 2006, Ducrot 2008, Castella 2009, Susskind 2010, Morardet et al 2012. Blanchard and Buchs' (2015) RPG was played solely at the international scale, but across a number of different sectors, which could be considered 'issue' scales. Susskind (2010) has also designed games that cross sectors or issue scales, including public education,wildlife, wetland, farm and forest land preservation and the built environment.…”

“…As RPGs are often intended as a learning tool, we contend that all of the games reviewed have some level of learning or capacity development (see Dionnet et al 2008, Bourgoin and Castella 2011, Blanchard and Buchs 2015. In keeping with the complex nature of most natural resource problems, and the need for flexibility and adaptability (Dietz et al 2003, Walker et al 2004, Folke et al 2005, the 'solutions' promoted in the RPGs prioritse: stakeholder collaboration, communication and problem-solving over specific technical guidelines or mandated ecological outcomes.…”

Forskarinitierat rollspel med efterföljande fokusgruppintervju

“…Då rollspel använts med barn i undervisning fann man att det bidrog till att barnen kunde hantera kontroverser mellan olika ståndpunkter, ta ett annat perspektiv än sitt eget, utveckla kritiskt tänkande samt utveckla användandet av språket (Lyle, 2002). Rollspel har också visat sig vara en effektiv metod för att utvidga sina kunskaper kring ett specifikt ämne eller begrepp (Blanchard & Buchs, 2015;Lyle, 2002) och främja meningsfullt och varaktigt lärande samt reflektion hos deltagarna. Att inta en annan persons perspektiv och interagera med andra blir som bränsle för reflektion (Chen & Martin, 2015;Lyle, 2002).…”