Confidential Communication

Sher, Shlomo

doi:10.1177/1046878115600923

Cited by 3 publications

(2 citation statements)

References 3 publications

(4 reference statements)

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“…Gee, 2003; Perrotta, Featherstone, Aston, & Houghton, 2013; Shaffer, 2006), and cases have been made that specific games are capable of promoting learning on a variety of topics including physics (Clark et al, 2011), biology (Sadler, Romine, Stuart, & Merle-Johnson, 2013), virology (Foley & La Torre, 2004), chemistry (Rastegarpour & Marashi, 2012), eutrophication (Hickey, Ingram-Goble, & Jameson, 2009), astronomy (Ruzhitskaya et al, 2013), elections (Moore, Beshke, & Bohan, 2014), and statistics (Arena & Schwartz, 2014). On social science topics, learning in games has been explored on ecological and policy issues (Rumore, 2015), history through EUROPA UNIVERSALIS II (Egenfeldt-Nielsen, 2007), social science through CIVILIZATION (Downes, 2005; Lee & Probert, 2010; Squire, DeVane, & Durga, 2008), politics through simple Flash-based political games (Neys & Jansz, 2010), and ethical reflection (Schrier, 2015; Sher, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Grim FATE: Learning About Systems Thinking in an In-Depth Climate Change Simulation

Waddington

Fennewald

2018

Simulation & Gaming

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Background. Simulations of complex systems have a long history of use for the study and promotion of systems thinking, yet more can be done in identifying games that promote development of systems thinking. Aim. This study is an exploration of the hypothesis that FATE OF THE WORLD, a challenging and complex climate change simulation, can promote systems thinking about climate change. Questions. This article analyzes players’ engagement with FATE OF THE WORLD using three key questions: 1. In what ways does the game support thinking about climate change as a complex system? 2. Does the game correspond to players’ a priori model of climate change? 3. How do players relate to FATE as an artifact they embrace, critique, and tinker with? Method. 33 participants were matched into control and test groups, and experimental participants were assigned to play a full game scenario of FATE OF THE WORLD. Experimental and control groups were compared using pre-and-post intervention concept maps. Post interviews were conducted with the test group. Results. Concept maps revealed statistically significant differences between the control and test groups. Interviews revealed diversity in learning outcomes and the ways in which acceptance of the game’s model of climate change influenced learning. Conclusions. FATE serves as proof-of-concept for the power of complex simulations to promote systems thinking as well as in-depth reflection on key social challenges. However, simulations like FATE are unlikely to serve well as stand-alone educational tools, which highlights the importance of effective teaching to accompany the game.

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Section: Literature Reviewmentioning

confidence: 99%

Grim FATE: Learning About Systems Thinking in an In-Depth Climate Change Simulation

Waddington

Fennewald

2018

Simulation & Gaming

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“…In other research efforts, specific rights issues emerged during the training on social and moral aspects, such as multicultural issues in primary education [39] or in corporate social responsibility training in higher levels of education [40][41]. Students worked in a simulation environment to present business performance strategies that could support the common good of the company and the local community.…”

Section: Games For Social Awarenessmentioning

confidence: 99%

Children’s rights education via game-based activities: An intervention in kindergarten

Sakka

Gouscos

2023

IJSG

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This paper presents an effort for introducing children rights to preschool students transcending conventional methods. An educational intervention was designed and developed for the introduction of preschoolers to issues of survival, development, non-discrimination and protection rights through digital games. The latter were used in online sessions, due to Covid-19 constraints. Educational effectiveness was studied through qualitative analysis of interviews with children before and after the intervention, through questionnaires regarding their degree of fun, and through the projects and the comments they produced during online sessions. Results showed that, following the intervention, individual rights occupied a more central place in the children’s self-awareness. All children approached the issues of rights in relation to the improvement of the quality of life and demonstrated an ethical reasoning regarding the reciprocity of social rules. Digital games mobilized children's creative thinking, dialogue and social reflection through role-playing in distant instructional scenarios. They became useful tools as an asynchronous activity for the creative expression of social messages as well as for the interaction between children and parents. This study highlights the potential of promoting a critical approach to rights-based social issues through digital games at preschool education, as well as the need for developing serious games explicitly focused on children rights education. At the same time, further research is necessary to explore and cross-reference the views of students and parents on children rights for, and through, the use of digital games.

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The Mammoth prophecies: a role-playing game on controversies around a socio-technical innovation and its effects on students’ capacities to think about the future

Dayé,

Prunč,

Hofmann-Wellenhof

2023

Eur J Futures Res

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This article reports on a political game played between November 2021 and February 2022 at a European university in the frame of an elective course open to students from all disciplines. It started from a scenario that combined a real and ongoing innovation process—the use of CRISPR/Cas9 technology to introduce specific genes from unfrozen mammoths onto an elephant species to make it more resistant to cold—with a fictive joint project between a US-based company and the Russian government to release those mammoths on an island in the North-West of Russia. Almost no rules were given, and the students were distributed in nine groups to represent different actors deemed relevant to the scenario. These groups were the national governments of (1) Russia, (2) close neighboring states, (3) European countries farther away from the project location; (4) the company working on the innovation, dubbed HELIOS; (5) other market actors; civil society organizations concerned with (6) animal rights and (7) the environment; (8) the European Commission and the EU Parliament; and (9) media. The game was led by the course teacher and two student volunteers. Based on the results of both qualitative and quantitative forms of ex-post evaluation, we assess whether the Mammoth game meets the expectations that guided the game design process. Furthermore, we discuss whether the Mammoth game had a positive effect on students’ abilities to think about the future.

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Confidential Communication

Cited by 3 publications

References 3 publications

Grim FATE: Learning About Systems Thinking in an In-Depth Climate Change Simulation

Grim FATE: Learning About Systems Thinking in an In-Depth Climate Change Simulation

Children’s rights education via game-based activities: An intervention in kindergarten

The Mammoth prophecies: a role-playing game on controversies around a socio-technical innovation and its effects on students’ capacities to think about the future

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