Taking attention on environmental issues by an attractive educational game: enviropoly

Arslan, Harika Özge; Moseley, Christine; Çiğdemoğlu, Ceyhan

doi:10.1016/j.sbspro.2011.11.146

Cited by 20 publications

(12 citation statements)

References 7 publications

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“…Moreover, Arslan, Moseley, and Cigdemoglu (2011) developed and field tested the educational game EnviroPoly. They reported that it had the potential to motivate students and increase their enjoyment of learning about pertinent issues [19]. These studies used methods with role-playing learning characteristics that were seemingly effective for learning about SSIs.…”

Section: Learning About Socio-scientific Issuesmentioning

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: Learning About Socio-scientific Issuesmentioning

confidence: 99%

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

et al. 2020

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“…Studies have indicated that board games are useful for acquiring scientific knowledge [18][19][20]. For example, Arslan, Moseley and Cigdemoglu (2011) designed a marine-themed board game to help players recognize marine life and environments through a question-and-answer method [21]. Furthermore, Eisenack (2013) developed a board game called Keep Cool; the game teaches players that an increase in the number of factories will lead to an increase in greenhouse gases and environmental damage [18].…”

Section: Board Games' Assistance In Wr Educationmentioning

confidence: 99%

Development of an Issue-Situation-Based Board Game: A Systemic Learning Environment for Water Resource Adaptation Education

et al. 2019

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Climate change has severely affected water resources (WRs) today, highlighting the importance of promoting education on WR adaptation (WRA). The goal of WRA education is to cultivate learners’ cross-oriented system knowledge (COSK), responsibility for WR environment (RWRE), value of public benefits (VPB), and empathy and negotiating thinking (EaNT). This study developed an issue-situation-based board game, namely Water Ark, to enhance participants’ WR knowledge. In this study, participants were divided into four groups with each playing the role of a WR-related organization: the government, agricultural sector, industrial sector and public guild. Scales and interviews were used to assess participants’ performance. The findings revealed that during the game, participants gradually changed from profit-oriented self-interest strategies to altruistic strategies based on social public benefit. Furthermore, after playing Water Ark, participants’ COSK, RWRE, VPB, and EaNT were found to have improved substantially. Thus, Water Ark is believed to be a useful tool for assisting WRA education.

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“…Another game, called EnviroPoly, aims to educate players on daily behaviors that may damage the environment and how to avoid them. The game includes 51 cards explaining environmental issues that are read during the game to educate the players [34].…”

Section: Overview Of Game-based Learningmentioning

confidence: 99%

Game-Based Learning for Green Building Education

Juan

Chao

2015

Sustainability

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Abstract:To improve education regarding sustainability and green buildings, we designed a multiplayer (2-4 people) green building strategy game called GBGame to deliver knowledge of and introduce applied technologies for green buildings. To verify the game's learning effect, we conducted separate measurements using the ARCS motivation model and a paper-based exam among 72 students majoring in architecture. These students were divided into an experimental group (who played the game) and a control group (who underwent lecture-based instruction). Results indicate that (1) game players had stronger learning motivation than those who attended the lectures; (2) players who learned through the game generally exhibited better learning effectiveness than non-players; (3) following cross-validation, we discovered a highly significant correlation between the learning effect and players' attention, perception of relevance, confidence, and satisfaction during the game; and (4) the game system was found to be attractive to the students, implying that it can be an effective instructional and recreational material to use during green building education.

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Taking attention on environmental issues by an attractive educational game: enviropoly

Cited by 20 publications

References 7 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

Development of an Issue-Situation-Based Board Game: A Systemic Learning Environment for Water Resource Adaptation Education

Game-Based Learning for Green Building Education

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