What happens if …? Uncertainty in games and climate change education

Schaik, F. van

doi:10.1080/13504622.2023.2225811

Cited by 4 publications

(3 citation statements)

References 40 publications

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“…The game and its development are described in more detail by Harris (2020). Another Future has been suggested to cover various climate change-related uncertainties with a focus on the challenges of collaboration (van Schaik, 2023), but the extent to which these are identified and discussed in teacher education has not yet been analysed.…”

Section: Interventionmentioning

confidence: 99%

“…Much in line with Caracciolo (2019Caracciolo ( , 2022 in his discussion of climate fiction, then, schools could be seen as a place where one gets the chance to play around with the idea of uncertainty. Games, suggested to be suitable resources for exploring what if (Duke, 1974a;van Schaik, 2023), may here provide an opportunity.…”

Section: Uncertainty In Educationmentioning

confidence: 99%

“…As such, the player is motivated to play the game again and uncover other scenarios (Schroth et al, 2014), exploring uncertainty regarding climate change measures and the future. Games, including board games and digital games, may cover a range of different climate change-related uncertainties (e.g., Caracciolo, 2022; van Beek et al, 2022; van Pelt et al, 2015; van Schaik, 2023).

Figure 1.Climate change games and their representations and interpretations in the context of climate change as an issue and discourse.…”

Section: Introductionmentioning

confidence: 99%

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In-Game Uncertainties and Climate Change Challenges as Identified by Pre-Service Teachers

van Schaik

2023

Simulation & Gaming

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Background This study explores what pre-service teachers identify as uncertainties within two climate board games and to what aspects of reality they relate these uncertainties, if at all. Should games be suitable resources for teaching topics related to climate change uncertainty, I expect pre-service teachers to (a) identify uncertainties within climate board games, and (b) relate these uncertainties to reality. Intervention To explore whether and how pre-service teachers identify and relate in-game uncertainties to reality, pre-service teachers played and discussed two climate board games ( Another Future and CATAN: Oil Springs Scenario). Methods A content analysis of pre-service teachers’ audio-recorded discussions about the games was conducted. First, a conventional content analysis indicated the uncertainties that they identified. Second, further analysis showed how the pre-service teachers related these uncertainties to reality. Results This study indicates that pre-service teachers identify various uncertainties from two different board games, including the occurrence/impact of catastrophes and the behaviour of players, who can ruin the game. In most cases, the pre-service teachers link these uncertainties to reality. Pre-service teachers discuss, for example, political dilemmas and interests, climate justice issues, challenges of and adaptation to possible catastrophes, and the significance of environmental activism. Discussion The research findings are discussed in relation to existing literature on uncertainty in climate change games. Teacher educators and teachers using games for education about climate change uncertainties are recommended to encourage dialogues about these uncertainties, use or take into account context, and consider games as tools for learning to live with climate change uncertainty.

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Section: Interventionmentioning

confidence: 99%