Polar Fun and Games

Turrin, Margie; Pfirman, Stephanie; Hamilton, Lawrence C.

doi:10.5334/cjme.43

Cited by 4 publications

(3 citation statements)

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“…This is important because games reach different people than do articles. As we seek to broaden discourse on social-ecological aspects of climate change beyond those already engaged (Turrin et al 2020, Pfirman et al 2021, even the ca. 50% overall systems learning gains from the game add to enhancing capacity.…”

Section: Discussionmentioning

confidence: 99%

“…For this, we use an illustrated article-representing a more conventional approach to learning. The game under evaluation (EcoChains: Arctic Crisis (EcoChains)), was designed by Joey Lee and Stephanie Pfirman, under the project Polar Learning and Responding: PoLAR Climate Change Education Partnership, to teach players about climate change through the lens of the Arctic marine ecosystem (Lee 2020, Turrin et al 2020, Pfirman et al 2021. The "control" article was written so as to contain similar content to the game (see Methods for details.…”

Section: Introductionmentioning

confidence: 99%

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Impact of gameplay vs. reading on mental models of social-ecological systems: a fuzzy cognitive mapping approach

Fouquet¹,

Reckien²,

Pfirman³

et al. 2021

E&S

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Climate change is a highly complex social-ecological problem characterized by system-type dynamics that are important to communicate in a variety of settings, ranging from formal education to decision makers to informal education of the general public. Educational games are one approach that may enhance systems thinking skills. This study used a randomized controlled experiment to compare the impact on the mental models of participants of an educational card game vs. an illustrated article about the Arctic social-ecological system. A total of 41 participants (game: n = 20; reading: n = 21) created pre-and post-intervention mental models of the system, based on a "fuzzy cognitive mapping" approach. Maps were analyzed using network statistics. Both reading the article and playing the game resulted in measurable increases in systems understanding. The group reading the article perceived a more complex system after the intervention, with overall learning gains approximately twice those of the game players. However, game players demonstrated similar learning gains as article readers regarding the climate system, actions both causing environmental problems and protecting the Arctic, as well as the importance of the base-and mid-levels of the food chain. These findings contribute to the growing evidence showing that games are important resources to include as strategies for building capacity to understand and steward sustainable social-ecological systems, in both formal and informal education.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Impact of gameplay vs. reading on mental models of social-ecological systems: a fuzzy cognitive mapping approach

Fouquet¹,

Reckien²,

Pfirman³

et al. 2021

E&S

Self Cite

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“…The Arctic is experiencing the most drastic change, twice the warming seen by the rest of the world, with concomitant melting of glaciers and ice sheets, as well as loss of sea ice (National Oceanic and Atmospheric Administration (NOAA), 2018). Due to anthropogenic emissions, greenhouse gases are increasing in the atmosphere; in 2016, the concentration of carbon dioxide did not fall below 400 ppm for the first time since before the Ice Age (Tans & Keeling, 2017). According to the Intergovernmental Panel on Climate Change: Continued emission of greenhouse gases will cause further warming and long-lasting changes in all components of the climate system, increasing the likelihood of severe, pervasive and irreversible impacts for people and ecosystems.…”

Section: Purpose and Learning Goalsmentioning

confidence: 99%

“Stickier” learning through gameplay: An effective approach to climate change education

Pfirman

Fouquet

Simón

et al. 2021

Journal of Geoscience Education

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As the impacts of climate change grow, we need better ways to raise awareness and motivate action. Here we assess the effectiveness of an Arctic climate change card game in comparison with the more conventional approach of reading an illustrated article. In-person assessments with control/reading and treatment/game groups (N ¼ 41), were followed four weeks later with a survey. The game was found to be as effective as the article in teaching content of the impacts of climate change over the short term, and was more effective than the article in long-term retention of new information. Game players also had higher levels of engagement and perceptions that they knew ways to help protect Arctic ecosystems. They were also more likely to recommend the game to friends or family than those in the control group were likely to recommend the article to friends or family. As we consider ways to broaden engagement with climate change, we should include games in our portfolio of approaches.

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