Free Online Multiplayer Games as Inclusive Tools for Teaching Ecology

Abstract

Teaching ecology is the primary way of communicating the current knowledge in the discipline to future generations. Besides general tools (e.g., lectures, videos, simulations, and having students read published literature), experimenting and field practices are two principal ways to teach ecology. However, funding shortages along with the fact that some phenomena occur in large spatial and long temporal scales, hinder the use of experiments and fieldwork in pedagogy. Computer‐based games are interactive digital tools that were initially designed to be entertaining and engaging. In addition, they are effective motivational educational tools that are already being used in the pedagogy of various majors. Still, few studies have assessed the application of games in teaching ecology. Although those studies reported positive feedback from the students, they reported that making these games is expensive and time‐consuming. Therefore, educators would benefit from using free and globally accessible games. Here, I introduce the application of online multiplayer games in teaching ecology. Recently, I explored a snake game in which its environment resembles artificial ecosystems. Each player (i.e., each snake) can be regarded as an individual of a population or a species within a community. Then, a couple of general ecological rules, phenomena, and analyses can be easily inferred from these games. I asked the undergraduate students to play these games, collect the data, and write a report on their analysis. The students deduced different ecological phenomena from their in‐game experience and reported these games are useful and fun to play. Many games have been produced to increase global awareness of human actions on the environment. These games are geared toward various age groups, including children, young adults, and adults. Two obstacles hinder the use of these games in pedagogy. First, most of the games are not globally accessible, and second, their effectiveness in teaching has not been assessed yet. I envision a future where online games are integrated as part of the pedagogy in ecology. These games are globally accessible, therefore, no barriers exist to test the application of these games. I encourage the readers to conduct a global survey on their usefulness. This might be a step toward reaching a globally inclusive pedagogy in ecology.