Learning about water resource sharing through game play

Ewen, Tracy; Seibert, Jan

doi:10.5194/hess-20-4079-2016

Cited by 10 publications

(7 citation statements)

References 19 publications

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“…More than one organization in society is involved in WR issues, and their reasons for using WRs are different. Although the interactions between them in real society is too complicated to learn, students must understand the positions of different water-related roles and comprehend related issues [49].…”

Section: #Is11mentioning

confidence: 99%

Design Ideas for an Issue-Situation-Based Board Game Involving Multirole Scenarios

et al. 2020

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In learning based on socio-scientific issues, teachers primarily use role playing in situation learning to promote students’ knowledge and responsibility and to teach them how to reach a consensus in multirole scenarios. However, if participants only engage with the material from the perspective of having one role, they will ignore comprehensive information on said issue. Therefore, the roles students play during multirole situational learning lead to diversity biases in learning results. To help participants enhance their competencies related to issues and eliminate learning gaps, we developed an issue-based board game named Water Ark based on the following four design ideas: multirole simulation, reflective goal, systemic situation, and interactions of society. The results indicated that after playing the game, participants’ knowledge and responsibility regarding water resource adaptation improved significantly. Furthermore, the findings revealed that the gap between the learning outcomes of participants with different roles in the game was not statistically significant, except in terms of students’ personal willingness to act. Thus, these design ideas could improve the utility of board games for learning about socio-scientific issues with multirole scenarios.

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Section: #Is11mentioning

confidence: 99%

Design Ideas for an Issue-Situation-Based Board Game Involving Multirole Scenarios

et al. 2020

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“…Irrigania is a game about the shared used of limited water resources, which is played by several interacting participants ( Seibert and Vis, 2012 ; Ewen and Seibert, 2016 ). The game is implemented as a web-based software and can be played with one computer per student using any web browser.…”

Section: Methodsmentioning

confidence: 99%

“…Simplifying assumptions in the game are that groundwater and river water are independent and that the different villages do not influence each other. The exact game settings and equations are described and discussed by Seibert and Vis (2012) and Ewen and Seibert (2016) .…”

Section: Methodsmentioning

confidence: 99%

The Role of Prosocialness and Trust in the Consumption of Water as a Limited Resource

et al. 2017

Self Cite

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This research analyzes the role of prosocialness and trust in the use of water as a limited resource under situations of competition or cooperation. For this purpose, 107 participants played the role of farmers and made decisions about irrigating their fields in the web-based multiplayer game Irrigania. Before the simulation exercise, participants’ prosocialness and trust levels were evaluated and they were randomly assigned to an experimental condition (competition or cooperation). Repeated measures analysis, using the 10 fields and the experimental conditions as factors, showed that, in the cooperation condition, farmers and their villages used a less selfish strategy to cultivate their fields, which produced greater benefits. Under competition, benefits to farmers and their villages were reduced over time. Mediational analysis shows that the selfish irrigation strategy fully mediated the relationship between prosocialness and accumulated profits; prosocial individuals choose less selfish irrigation strategies and, in turn, accumulated more benefit. Moreover, moderation analysis shows that trust moderated the link between prosocialness and water use strategy by strengthening the negative effect of prosocialness on selection of selfish strategies. The implications of these results highlight the importance of promoting the necessary trust to develop prosocial strategies in collectives; therefore, the efficacy of interventions, such as the creation of cooperative educational contexts or organization of collective actions with groups affected by water scarcity, are discussed.

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“…Serious games [3], by definition, are games that are used for purposes other than pure entertainment [4]. They have been extensively used in military, higher education, business, urban planning, water and natural resource management, and many other fields [5][6][7][8][9][10]. Their use has been promoted by the U.S. Department of Homeland Security for managing risk and has been identified to play a key role in disaster management [11].…”

Section: Serious Gamesmentioning

confidence: 99%

“…The complexity of water management and drought planning can be difficult for students and professionals to understand. By simulating real-world decisions, compromises, and trade-offs, games help players experience real-life situations and learn about water sharing in a timely, risk-free, and cost-effective way [9,10,16,17]. This can be especially valuable for students who may not otherwise be exposed to the challenges and uncertainty related to managing water resources [16].…”

Section: Games and Learningmentioning

confidence: 99%

Ready for Drought? A Community Resilience Role-Playing Game

Poděbradská

Noel

Bathke

et al. 2020

Water

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Drought is an abstract and complex phenomenon that can be difficult for many people to comprehend. Proactive planning to improve response during drought events is necessary but complicated because it involves stakeholders and decision-makers with competing interests. A category of games, called serious games, have proven to be helpful when learning about abstract concepts, and for improving communication and conflict resolution with respect to water-related issues. In this study, we present a new in-person role-playing game that serves as a drought educational tool in both classroom and professional settings. The message of the game emphasizes the importance of communication and cooperation between various communities and sectors that can be affected by drought. Furthermore, it also encourages discussions and collaborations between stakeholders involved in drought planning and can serve as an icebreaker activity. The game has been played in a variety of settings including university classes, university extension workshops, and drought workshops. This study describes the game itself, its development, and the results of surveys from game participants that were used to evaluate the usability of the game as an educational and icebreaker activity.

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Learning about water resource sharing through game play

Cited by 10 publications

References 19 publications

Design Ideas for an Issue-Situation-Based Board Game Involving Multirole Scenarios

Design Ideas for an Issue-Situation-Based Board Game Involving Multirole Scenarios

The Role of Prosocialness and Trust in the Consumption of Water as a Limited Resource

Ready for Drought? A Community Resilience Role-Playing Game

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